目前,许多数学教师已开始关注数学史,课堂上对教材中的数学史内容大都有所涉及。不过,走马观花式的较多,一般是让学生读一读。这样做未免有暴殄天物之嫌了。数学史内容的教学方式应该是多种多样的,不能拘泥于阅读材料和习题。我们应依据学生的心理年龄特征、现有知识水平和经验,对数学史内容进行合理加工,以最恰当的方式呈现给学生。这里介绍两种处理数学史的技巧,与老师们共享。 At present, many math teachers have begun to pay attention to the history of mathematics, and most of the contents of the history of mathematics in the textbooks are involved in the classroom. However, more cursory style, the general is for students to read. This is undoubtedly a suspense. The history of mathematics should be a variety of teaching methods, can not rigidly adhere to the reading materials and exercises. We should reasonably process the history of mathematics according to the characteristics of students’ psychological age, current knowledge and experience, and present them to students in the most appropriate way. Here are two tips for working with math history, shared with teachers.