HPM教学理念下第二个重要极限的教学实践探讨  

On the Teaching Practice of the Second Important Limit under the HPM Teaching Idea

作　　者：李斌[1] LI Bin(Basic Teaching Department,Suzhou Vocational and Technical College,Suzhou 234099,China)

机构地区：[1]宿州职业技术学院基础教学部,安徽宿州234099

出　　处：《宿州教育学院学报》2022年第5期59-63,共5页Journal of Suzhou Education Institute

基　　金：安徽省高校省级教学研究重点项目“HPM视角下高职数学教学改革研究”(2021jyxm1526);安徽省高等学校省级质量工程项目“计算机类专业数学教学创新团队”(2019cxtd041)。

摘　　要：认知的历史发生原理和建构主义学习理论为数学史融入数学教学提供了理论基础。第二个重要极限教学中融入数学史,使教学内容的呈现方式更为自然,能够激发学生兴趣,调动学习的主动性,帮助学生化解难点和困惑,领悟数学思想和推进实践应用。融入数学史的教学模式能够展示数学知识的有机整体,帮助学生更好地理解知识,提升应用能力,发挥学生的主观能动性,培养学生的探究意识、创新能力和科学人文精神,从而不断提高教学质量。The cognitive theory of historical occurrence and the theory of constructivism learning provide the theoretical basis and practical support for the integration of mathematics history into mathematics teaching.The second important limit teaching integrates mathematics history,which makes the presentation of teaching content more natural,can stimulate students'interest,arouse their learning initiative,help them resolve difficulties and puzzles,understand mathematics thought and promote the practical applications.The teaching model incorporating mathematics history can display the organic whole of mathematics knowledge,help students to understand knowledge better,improve their application ability,stimulate their subjective initiative,cultivate their inquiry consciousness,innovation ability and scientific humanistic spirit,and thus improve the teaching quality continuously.

关 键 词：高等数学 数学史 第二个重要极限 教学设计 

分 类 号：G642[文化科学—高等教育学] G712[文化科学—教育学]