Experimental Research On Pormoting Student To Berak Thorugh The Learning Disability Via Garphical Variant Teaching In Solid Geometry Teaching

Solid geometry is the visual logic of space and is a science of speciallocation and space diagram. Since brain science tells us that the mechanisms of thebrain in processing diagrams and algebra are quite different, it is almost a commonproblem that students find it hard to learn. As a branch of traditional variant teaching,it is a bold attempt that Graphical variant teaching experiment under new curriculumand it plays an essential role in the improvement of the teachers’ teaching and thestudents’ acquirement of it.In this paper, the research methods that literature researches, questionnaires,interviews, teaching experiment and data statistical analysis and so on are used.Since the end of2011, the author begin to research on the solid geometry viagraphical variant teaching on the basis of reading a lot of relevant literature.At the endof August2012, before the solid geometry teaching，through the surveys and interviewswith125senior students who come from five different levels classes and12teachersfrom Chengdu No.20middle school, here is the conclusion:The learning disability in solid geometry is widespread; The learning disability insolid geometry is mainly manifested identifying graphics、imagining graphics anddrawing difficulty;The students who have an academic achievement attach importanceto solid geometry graphics、models and questions,they initially have the Graphicalvariant way of thinking;The vast majority teachers paid little attention on solidgeometry variant teaching，a few prestigious teachers take the solid geometry variantteaching mainly focused on two aspects that generalizing modles and commonconclusions、researching on the contact and transformation among different graphics，but they have no systematic research of graphic variant teaching. From September2012to November2012, the author carried out the graphicvariant teaching experiment in the process of teaching solid geometry，worked out agraphic variant teaching operation mode that operating graphics,determining the basicgraphics, designing variant graphics and graphics structured.From the November2012to January2013, the author get systematic summary of the experiment and analyze thedata.Through this experiment, combining with the experimental pre-test and post-testdata, here arethe conclusions:The Graphical variant teaching more substantial increase the solid geometryacademic of all levels students,which effectively promotes students to break through thelearning disability;the graphic variant teaching can improve the grades of students whoare in the group of good and medium performance remarkably, but no significantimprovement can be seen from the group of underachieves.The author hopes that the new approach to the learning of solid geometry could beprovided by graphic variant teaching that is theoretically and practically sound inapplication.