复数的产生在数学发展史上具有重大的意义，在新课程改革背景下，数学史的教育功能得到了广泛的认同。借助数学史引入数学概念，不但可以帮助学生了解知识生成的背景和发展过程，更好的掌握相关概念，还能体现数学的文化价值，帮助学生了解多元文化的数学。根据历史相似性原理，提前预测和解释学生在学习时可能会遇到的困难，从而有针对性的设计教学策略和探究活动来实现良好的教学效果。本文结合复数的产生和发展历史，通过用卡尔丹公式解三次方程产生的矛盾引入虚数的概念，增强了引入复数的必要性，解决了学生在学习复数时容易产生的困惑，帮助学生更好的接受和理解复数的概念，以期望为高中复数概念的教学提供一种思路。

The production of complex number is of great significance in the history of mathematics development. In the context of new curriculum reform, the educational function of the history of mathematics has been widely recognized. Introducing mathematics history into classroom teaching, not only can help students understand the background and development process of knowledge, but also can reflect the cultural value of mathematics and help students understand multicultural mathematics. According to the principle of historical similarity, we can predict and explain in advance the difficulties students may encounter in learning, so as to design teaching strategies and classroom activities to achieve better teaching results. This paper combines the produce and development history of complex number, introducing the concept of imaginary number by solving the contradiction of cubic equation with Cardan’s formula to enhance the necessity of complex number’s production. It is helpful to solve the puzzles that students are prone to have in learning complex number, and important to help students better accept and understand the concept of complex number. In order to provide a way of thinking for the teaching of the concept of complex number in senior high school.