APOS视域下数学文化融入高中数学概念课的教学策略研究  

A Study of Teaching Strategies for Integrating Mathematical Culture into High School Mathematics Concepts Classes in the APOS Perspective

作　　者：宋亚敏 晏莉娟 

机构地区：[1]黄冈师范学院数学与统计学院,湖北 黄冈

出　　处：《创新教育研究》2024年第11期67-71,共5页Creative Education Studies

摘　　要：高中数学概念是高中数学教学的基础,只有掌握理解了数学概念才能深入进行高中数学知识的学习,并运用数学知识解决实际问题。而在高中数学教学中渗透数学文化是新课标的重点强调内容。但在实际概念教学中存在教学方法单一,数学文化渗透不足等问题。因此本文借助概念教学的典型理论指导——APOS理论,探讨如何基于该理论将数学文化融入高中数学概念教学,并提出具体有效的策略。High school mathematical concepts are the foundation of high school mathematics teaching;only mastering the understanding of mathematical concepts can carry out in-depth high school mathematical knowledge learning and solve practical problems. The penetration of mathematical culture in high school teaching is the key emphasis of the new standard. However, in the actual concept of teaching, there are problems such as single teaching method and insufficient penetration of mathematical culture. Therefore, this paper discusses how to integrate mathematical culture into high school mathematics concept teaching based on APOS theory, a typical theoretical guide for concept teaching, and proposes specific and effective strategies.

关 键 词：APOS理论 数学文化 高中数学 概念教学 教学策略 

分 类 号：G63[文化科学—教育学]