基于中国传统数学思想的课堂教学探索——以“勾股定理”为例

Exploration of Classroom Teaching Based on Traditional Chinese Mathematical Thought—A Case Study of the Gougu Theorem

摘要: 为落实《义务教育数学课程标准(2022年版)》融入中华优秀传统文化的要求，探索中国传统数学思想融入初中几何课堂的教学设计路径，以勾股定理为载体，构建文化溯源、数形结合、逻辑确证、意象转换、中西互鉴五阶教学流程，将规矩文化、出入相补原理转化为可操作的图形剪拼、几何建模课堂活动，将历史文化脉络、直观操作体验与逻辑推理论证的融合，实现知识习得、素养培育与文化传承的有机统一。可为初中数学融入传统数学思想、落实核心素养育人目标提供参考。

Abstract: To fulfill the requirement of integrating fine traditional Chinese culture as stipulated in the Mathematics Curriculum Standard for Compulsory Education (2022 Edition) and explore the instructional design path for integrating traditional Chinese mathematical thought into junior high school geometry classrooms, this paper takes the Gougu Theorem (Pythagorean Theorem) as the teaching carrier. It constructs a five-stage teaching process consisting of cultural tracing, number-shape combination, logical verification, imagery transformation and Sino-Western mutual learning, and transforms the compass-and-square culture and the out-in complementary principle into operable classroom activities including figure cutting & splicing and geometric modeling. By integrating historical and cultural context, intuitive operation experience and logical reasoning demonstration, the design realizes the organic unity of knowledge acquisition, competency cultivation and cultural inheritance. It can provide reference for integrating traditional mathematical thought into junior high school mathematics and achieving the educational goals of core mathematical competencies.