High School Students With Learning Difficulties Study Solid Geometry Graphic Language Written Language Will Be Converted To

Three-dimensional geometry is an important course of high school math class, as well as adifficult content in mathematics teaching. The mathematical knowledge and thinking isexpressed by mathematical language in three-dimensional geometry. It’s easy to find in theteaching process that if it’s difficult for students to convert text to graphic language, while onlyrote verbal text theorems, definitions, rules, and not be able to understand its graphics,visualization according to their own understanding. This issue may cause poor ideas to solve aproblem and you cannot find a shortcut to solve the problem as you cannot change the angle tothink.The requirements for the mathematical language ability in "The ordinary high schoolmathematics curriculum standard" maintain grow. Therefore, in the teaching process, we shouldstudy the difficulties of students that exist in the conversion process and make appropriaterecommendations based on their actual situation, prompting teachers to pay attention to thedevelopment of student’s conversion capability from writing language to graphic language. Thiswill not only work better for teachers to teach solid geometry, but also has important practicalsignificance in improving students ’ability to solve problems and develop mathematical thinking.The questionnaire and interview method used in this paper is to survey the333studentsfrom No.3Middle School of Jinan and No.2Middle School of Tengzhou. The results of thesurveys illustrate the existing issues of high school students in the transform processing ofwriting language and graphic language: These students don’t have strong conceptual master ofthree-dimensional geometry; neither the basic and common graphics of solid geometry; studentshave poor regulation and habitation; etc.According to the results of the survey analysis, specific reasons are summed up that causethe difficulties in graphic and writing language transformation: Students do not pay attention tothe summary and reflection in the language conversion process, and easy to be interfered bymindset; bad exercise habitation; lack of basic skills of related knowledge of three-dimensionalgeometry; poor spatial imagination and interest in the learning process; fear with the unfamiliaror complex geometry topics; lack the necessary training and accumulated experience in thelanguage transform.Finally, there are some related suggestion putted forward according to the teachingdifficulties: students should continue to enhance their training of the awareness of the graphictext language into the language; pay attention to the teaching of the significance of written language vocabulary; focus on strengthening the capacity of the composition; continuallydevelop the ability of mapping and distinguishing map; emphasis on culturing the learninginterest in three-dimensional geometric aspects and develop good study habits, encouragestudents to expand the frequency of mathematical communication to improve the conversionprocess, etc.