解三角形的课题式教学研究  

Research on Project-Based Instruction of Solving Triangles

作　　者：黄红梅 曹广福[1] HUANG Hong-mei;CAO Guang-fu(College of Mathematics and Information Science,Guangzhou University,Guangdong Guangzhou 510006,China)

机构地区：[1]广州大学数学与信息科学学院,广东广州510006

出　　处：《数学教育学报》2024年第6期84-88,共5页Journal of Mathematics Education

基　　金：国家“万人计划”人才项目——问题驱动的数学课堂教学理论与实践;广东省教育科学规划“十三五”课题——基于“再创造”的高中数学课题式教学研究(2021YQJK014);“粤港澳大亚湾国家应用数学中心”项目——问题驱动的中小学数学教育研究(2020B1515310020);广州大学研究生创新能力培养项目——基于课题式教学的初高中数学衔接教学的研究(GJYZ2024-004)。

摘　　要：解三角形模块内容分散于各个学段,教师若对教材缺乏宏观把控,容易割裂各个知识点之间的逻辑关联,给学生建构完整、有机的知识体系带来一定的障碍,不利于初高中的有效衔接.鉴于对三角学历史的回顾以及对解三角形模块内在逻辑关系的梳理,分析中学数学教材中解三角形模块内容的螺旋与逻辑的兼顾问题、情境问题和初高中的衔接问题等.在此基础上,依据课题式教学理论建构解三角形模块的课题式教学框架,并重点探讨解一般三角形的子课题即余弦定理和正弦定理的课题式教学设计,助力学生建构完整的解三角形知识体系,为初高中数学衔接教学提供一种新思路.The content of the solving triangle module is scattered in various school stages.If teachers lack macro control over the teaching materials,it is easy to separate the logical connections between various knowledge points,bringing certain obstacles to students’construction of a complete and organic knowledge system,which is not conducive to the effective connection between junior and senior high schools.By reviewing the history of Trigonometry and the combing of the internal logical relationships among the solving triangle module,this paper analyzes the content of the triangle solution module in middle school mathematics textbooks,including spiral and logical considerations,situational issues,and connection issues between middle and high schools.On this basis,the study constructs a project-based instruction framework of the solving triangle module in accordance with project-based instruction theory,also focuses on exploring the sub-topics of general triangles,namely cosine theorem and sine theorem,which will assist students in constructing a complete knowledge system of solving triangle and provide a new idea for mathematics connection teaching in junior and senior high schools.

关 键 词：中学数学 衔接 解三角形 课题式教学 余弦定理 

分 类 号：G421[文化科学—课程与教学论]