本文主要分为三大部分，第一大部分包括把对数历史融入函数概念教学的研究概况，包括研究背景、选题依据、文献综述、研究方法与理论基础和设计思路这五个部分；第二大部分分为教学案例实现的预期、教学案例、教学案例的有效性和可行性的讨论这三个主要部分；第三大部分是后续的反思，包括研究的不足之处、创新点以及对于把数学史引入概念教学的展望这三个部分.本文通过这三大部分的介绍，系统的将把数学史融入对数概念及其运算做了一个较为详细的阐述，完成了一个相对完善的把数学史融入对数概念及其运算的教学案例，相对于以往所做的案例，新案例在史料的选择和应用上以及问题的设置有些创新，而且更符合《普通高中数学课程标准（2017年）版》.

This paper is divided into three major parts. The first part of the study includes an overview of the history of integrating logarithmic history into the teaching of functional concepts, including the research background, topic selection basis, literature review, research methods, theoretical basis, and design ideas. The second part is divided into three major parts: the prediction of teaching cases, the teaching cases, the validity of teaching cases, and the discussion of feasibility; the third part is the follow-up reflection, including the insufficiency and innovation of the research. The three parts of the outlook for introducing mathematics history into the concept of teaching. Through the introduction of these three parts, this article will systematically elaborate the history of mathematics into logarithm, and complete a relatively perfect teaching case that incorporates the history of mathematics into the concepts of logarithms and its operations. The cases and cases that were created were innovative in the selection and application of historical materials and the setting of problems, and were more in line with the “General High School Mathematics Curriculum Standards (2017) Edition”.