Research On The Specific Performance And Teaching Path Of Intuitive Imaginative Accomplishment

The core literacy of mathematics is a hot topic in mathematics education research in recent years.Intuitive imagination is one of the important and abstract qualities of the core literacy of the discipline.The cultivation of intuitive imagination has clear requirements in the curriculum,which brings new opportunities and challenges to mathematics teaching in middle schools.What is the meaning and specific performance of intuitive imagination? What content can cultivate intuitive imagination? How to develop intuitive imagination in teaching? These are the problems existing in mathematics teaching based on core literacy training.To solve these problems,the following work has been done:First,research on the meaning,specific performance and evaluation indicators of intuitive imagination.This paper summarizes the representative explanations of visual imagination,and analyzes the concepts of geometric intuition,spatial imagination and combination of numbers and shapes,sums up and extracts the connotation of intuitive imagination,and refines the main aspects of intuitive imagination from three dimensions: perception,analysis and construction.Content,and get its specific performance(Table 2.6);establish evaluation indicators from specific performance and test their rationality through questionnaires,and obtain the evaluation indicators whose average scores are all above 4 points(out of 5 points)(Table 2.10)).Secondly,the teacher's understanding of the intuitive imagination and the status quo of teaching are investigated.In order to understand the teacher's understanding of the intuitive imagination,attitude,teaching situation,etc.,the reference literature combined with the purpose of the survey compiled an interview outline(Appendix 3),recording interviews with 7 first-line math teachers from different teaching ages and different regions,and found: Teachers' understanding of the connotation and specific expression of intuitive imagination is not clear enough;it is not clear which content can be used as a carrier for intuitive imagination training;I don't know how to cultivate intuitive imagination,and feel that there is a lack of teaching cases.Then,it analyzes the visual imagination of the carrier content and content that can cultivate the visual imagination.According to the three performance dimensions of visual imagination,the contents of “four themes” in the curriculum standard and the “three sections” in the textbook are analyzed,and the content of the carrier and its distribution are obtained(Table 4.1).The representative content of the carrier is selected.The "geometry and algebra" theme is used to analyze the visual imaginative performance of the teaching content,and is characterized by three dimensions.The analysis found that the carrier content has geometric features,mainly focusing on the topics of “geometry and algebra” and “function”;experiencing process experience such as intuitive perception and operation confirmation in the process of teaching activities;The other two dimensions.Finally,the teaching path of intuitive imagination cultivation is studied.Firstly,the teaching content of "vector decomposition" and "structure of spatial geometry" is analyzed visually,and then the teaching design is summarized and the common teaching process of the lesson is summarized.The teaching path of intuitive imagination cultivation is preliminarily obtained.The course of "vector decomposition" is used to practice the teaching path.After the implementation of the teaching,the teaching process is reflected and revised,and the teaching path of visual imagination cultivation is finally determined(Figure 5.9).