High Student To Understand The Causes And Countermeasures Of Solid Geometry Proved Difficult

Solid geometry is an important content in mathematics teaching in high school,whilethe senior one is the primary period for leaning solid geometry, for proving thethree-dimensional geometry of student understanding is often difficult, which seriouslyrestricted the enthusiasm of students. Especially after the promulgation of new curriculumstandard, the new standard of high solid geometry not only adjusted the content, but alsomade new provisions for its teaching requirements. Apparently, it reduce the teaching forproofs, but increased. So the high school mathematics teachers must pay more attention tothe solid geometry teaching for high school students, must reform the traditional solidgeometry teaching, and make teaching with the new teaching methods and means, so thatthe students can understand the nature of the three-dimensional geometry proof. This paperis based on this study, a total of five chapters.The first chapter is mainly to propose problems to be solved in this paper. Firstly, tointroduce the research background, including the educational value and status of thethree-dimensional geometry and the tree-dimensional geometry teaching reform at homeand abroad. Then the purpose and significance of the research. Finally, the problems to bestudied: What difficulties do the students have in the understanding the three-demensionalgeometry proof? Why do the students have difficulties in understanding it? What strategiescan help students to solve this problems?The second chapter mainly discusses the related theory of geometry that is difficult tounderstand. First, to give the meaning of "three-dimensional geometry proved difficult tounderstand “by combining the concept of "concept of mathematical understanding" and"mathematics understanding difficulties",. Then to analyze the basic characteristics andhigh solid geometry;to explain the thinking and learning characteristics of high schoolstudents and to list the research results about solid geometry learning disabilities havemade.The third chapter mainly discussed the research in order to find out the high schoolstudents’ difficulties and reasons in understanding the proof of solid geometry. We used questionnaire method, test method, observation method, interview method to find thedifficulties and reasons of students there, and then through the analysis of the system of theresults of the investigation, we conclude the difficulties of the high school students in theunderstanding of three-dimensional geometric proof: one is the difficulty in identifyingthree-dimensional geometry; two is about the students’ comprehension questions in reading;three, students have difficulties in understanding the derivation process of proof;four,students are unable to add auxiliary lines; five, students have no the whole idea of theproof process and the main reason has four aspects: one is the defects of the cognitivestructure of high school students; two is the insufficiency of a high school student’s spatialimagination ability; three is the disability of high school students logical thinking; the fouris the high school students’ basic knowledge of solid geometry is not solid, so there is abarrier to understanding.The fourth chapter is about a series of teaching exploration in order to promote students’understanding of solid geometry. Firstly, the basic requirement of teaching are given, andthen to put forward some teaching strategies, mainly includes: the practical understandingof their existing cognitive structure and knowledge level of experience, to find out itsdefects and wrong ideas, and timely to make up and correct; gradually to improve studentsspace imagination; to improve the students’ logical thinking ability; to strengthen thereasoning demonstration of the training; to change the traditional mode of class, tostrengthen communication between teachers and students; to guide the students to learnreflective learning, to provide the three-dimensional geometry of the process of reflectionin order to understand the essence of teaching; to use variant training, to highlight thethree-dimensional geometry characteristic method; to guide students analogy andcomparison of related knowledge of solid geometry and plane geometry,to let the studentsknow their relationship, and to understand their difference.The fifth chapter mainly discusses the test carried out to test the validity of theprevious chapter of the teaching strategies. The author adopt the above teaching strategiesto teach the experimental class, and then choose another class as the control class, stillusing traditional teaching methods, finally do the same for a test to test the effectiveness of teaching strategies. As a result,the experimental results show that the teaching strategies areeffective.