数学文化融入数学课堂的教学设计——以人教A版“等差数列求和”为例

Teaching Design of Integrating Mathematics Culture into Mathematics Classroom—Taking the “Sum of Arithmetic Sequences” Version A of People’s Education as an Example

摘要: 当前的教育实践中，将数学文化融入课堂教学已成为提升学生数学素养的关键途径。这不仅有助于激发学生对数学的兴趣，还能够加深他们对数学知识的深层次理解。然而，现实课堂教学在融入中华优秀传统文化时常存在材料选择不当、数学教学与生活实际脱节等问题，导致学生无法领略数学知识的文化魅力。本文以等差数列前n项和公式教学设计为例，探讨如何在数列教学中融入数学史、数学美等元素，帮助学生深化对数列本质的理解。

Abstract: In current educational practice, integrating mathematics culture into classroom teaching has become a key way to improve students’ mathematical literacy. This not only helps stimulate students’ interest in mathematics, but also deepens their in-depth understanding of mathematical knowledge. However, when real-life classroom teaching is integrated into the excellent traditional Chinese culture, there are often problems such as improper selection of materials and disconnection between mathematics teaching and real life, resulting in students being unable to appreciate the cultural charm of mathematics knowledge. This article takes the teaching design of the first term and formula of arithmetic sequence as an example to explore how to incorporate elements of mathematical history, mathematical beauty and other elements into the teaching of sequence to help students deepen their understanding of the nature of the sequence.