1. Introduce a new lesson
Using situational introduction to integrate into the history of mathematics to stimulate students' interest in learning. Einstein said, "Interest is the best teacher." Before explaining a new knowledge that is difficult to understand, you can introduce this question by adding a short and interesting story. For example, when learning the knowledge of geometric series, we first introduce the story of wheat grains on the chessboard: She Hanwang of ancient India intends to reward Sass, the inventor of chess. Sass asked the king, "Your Majesty, I want to ask you for some food and give it to the poor." The king agreed happily. Sass said, please send someone to put one grain of wheat in the first small cell, two grains in the second cell, four grains in the third cell, eight grains in the fourth cell, and so on, and the number in each cell will be doubled. Your majesty, give all these grains with 64 squares on the chessboard to your servant! This is what I need. For such a trivial request, the king and his ministers laughed to themselves. Clever students, can you figure out how many tablets Xisha wants? This story can not only stimulate students' interest in learning, but also expose them to the essence of the series in advance. It is of great benefit to the next study.
For example, before learning logarithms, we can introduce the mathematician John Napier, who compiled a practical logarithms table, invented logarithms and solved many complicated calculation problems in astronomy. Before calculators and computers were invented, it was used in measurement, navigation and other branches of mathematics for a long time. Before learning logarithm, adding some knowledge about the difficult invention of logarithm can make students cherish the mathematician's hard-won achievements more, and then work harder in the learning process.
2. Learn new knowledge.
In the process of learning new knowledge, how ancient mathematicians solved mathematical problems can be appropriately added. For example, in the process of learning Pythagorean Theorem, we can introduce the proof given by Zhao Shuang, a mathematician of the State of Wu in the Three Kingdoms period:
Zhao Shuang's proof is unique and innovative. He proved the identity relationship between algebraic expressions by cutting, cutting, spelling and supplementing geometric figures, which was rigorous and intuitive, and set a model for China's unique ancient style of proving numbers by shape, unifying numbers by shape, and closely combining algebra and geometry. Later mathematicians mostly inherited this style and developed it from generation to generation. For example, Liu Hui later proved Pythagorean theorem by means of formal proof, but the division, combination, displacement and complement of specific numbers are slightly different.
Introducing Zhao Shuang's proof method can broaden students' thinking and deepen their understanding of Pythagorean theorem.
In the teaching process, we can add several proving methods. On the one hand, we can consolidate the knowledge we have learned, on the other hand, we can inspire students to think about how to prove Pythagorean theorem from multiple angles and develop their thinking.
Consolidation exercise
Consolidating the practice stage is very important for acquiring new knowledge. Of course, at this stage, the problems in the history of mathematics can be properly solved. For example, after learning the solution of a linear equation, you can give students several classic math problems in class.
"The partition wall smells the guest and divides the silver. I wonder how many silver people there are.
Seven points is more than four taels, and nine points is less than half a catty.
(Note: In ancient times, one catty was sixteen taels, and half a catty was eight taels. )
When teaching, both teachers and students know the ancient poem: how many guests share money in the room, seven taels each, the last four taels each, nine taels each, and the last eight taels? How many people, how many taels?
We can list some problems that can be solved with what we have learned in the history of mathematics, so that students can solve them with what they have learned. In this way, students can personally experience that the past and present mathematical methods are in the same strain. We can not only learn the ideas of mathematicians, but also use what we have learned to solve some problems recorded in ancient times.
Step 4: Assign homework.
After classroom teaching, assigning homework to students can provide students with reference materials and guide them to read extra-curricular books, such as various topics, introduction of characters, progress of disciplines, etc. Broaden their horizons, inspire and guide them to read correctly, and then conduct self-study to benefit students for life. For example, after learning this part of the series, students can be given homework to find out what Fibonacci series is, what is the application value of Fibonacci series, what is Zeno's paradox "Achilles chasing turtles" and so on.
The integration of mathematics history into middle school mathematics classroom is not imposed aimlessly and mechanically, but used in teaching after careful selection and careful consideration. When explaining the history of mathematics, we should respect history and facts, and we should neither make it up at will, nor be arrogant for no reason, let alone have narrow patriotism. We should fully absorb the history of world mathematics and use it in teaching, so as to make the middle school mathematics classroom lively and more vital.