Comparative Study Of Three-dimensional Geometric Differences In High School Students Learn Current ARTS

During the past some ten years’teaching of math, having the experiences of teaching both science students and art students, I always feel it a hard job to teach art students. Although the difficulties in the paper of College Entrance Examination for art students are designed obviously easier than for science students, and even the basic educational requirements for art students easier than the other, the former seems to be much poorer in math power and obviously worse in the sense of number and less capacity of logical reasoning, esp. when it comes to questions of solid geometry, art students often make the mistakes of drawing false conclusions by disordered reasoning approach while science students not. It makes me wonder what reason it is that leads to the phenomenon. Is it the abstract quality of solid geometry, the high requirement for students’ space imagination ability or is it because of the effects from different learning psychologies, learning characteristics or different learning habits?Through documentation researching method this article firstly discussed the characteristics of solid geometry---it is one of the most important contents of math teaching for senior high school and it is also a platform to foster students’ ability of space imagination and the capacity of logical reasoning, to let them know the reasonable conversions between geometry language, diagram language, and symbolic language, and meanwhile to promote students’ability of expression and communication. Secondly, this article stated the definitions of science students and art students----they are students who are divided based on individual intelligence types, individual qualities and different effects from society, which lead them to attend science or art class at school and attend different math examinations. Thirdly, this article drew a conclusion of the differences between science students and art students through the methods of questionnaire, interview, data analysis, and analyzed and compared the differences, then drew the following conclusions:art students are lack of confidence in learning solid geometry with nervousness, lack of space imagination ability and capacity of logical reasoning, while science students have the problems of wrong writing styles, inexact solution and limited computing power. Lastly, according to the above differences, the article discussed how to adopt proper methods to promote art students’ interest in learning solid geometry, help them get over nervousness and help improve their self-confidence, space imagination ability and capacity of dealing with graphics, and how to do more intuitional instructions by real objects around. As for science students, teachers should set examples to let them also make progress in right writing styles.Space vector is an additional content for the art students, but it proved not very necessary in practice, esp. for the students of Zhejiang Province. Therefore, the suggestion to math teachers is that we should put more efforts on the development of the capacity of space imagination, logical reasoning, that is, the above capacities are the key to solving the problems of solid geometry.