本课题围绕高中概率教学需要，基于发生教学法、认知主义学习理论和建构主义学习理论等，设计了3个融入数学史的教学案例。这3个教学案例从教材分析、教学设计、教学运用与反思等层面进行了论证，并在教学后，基于问卷、访谈等方式，了解了案例使用效果，并且进一步予以完善。从教学使用情况来看，学生对3个教学案例的满意度较高，对基于数学史的教学设计整体认可，教学案例达成了预定的目标。 基于教学案例的实际使用，最后提出要在高中数学教学中，强化数学史教育。同时，鉴于数学史教育在我国还是一个新事物，因此基于数学史的教学案例应该不断更新和完善。就概率教学而言，由于设计的实验较大，但是高中学生学习紧张，因此要合理安排实验设计，尽量不占用学生课余时间等。

This topic focuses on high school probability teaching needs. Based on the occurrence teaching method, cognitive learning theory and constructivism learning theory, we design 3 teaching cases that integrate into the history of mathematics. The 3 teaching cases are demonstrated from teaching material analysis, teaching design, teaching application and reflection. After teaching, based on questionnaires, interviews and other ways, we know the effect of case application, and further improve it. From the perspective of teaching use, students' satisfaction with 3 teaching cases is relatively high, and the teaching plan based on the history of mathematics is recognized as a whole, and the teaching case has achieved a predetermined goal. Based on the practical use of teaching cases, we finally put forward that we should strengthen the education of mathematics history in high school mathematics teaching. At the same time, in view of the history of mathematics education in our country is still a new thing, so the teaching case based on the history of mathematics should be constantly updated and improved. As far as probability teaching is concerned, due to the large experiment of design, high school students are nervous, so we should arrange experiment design reasonably, and try not to occupy students' spare time.