The Solid Geometry Teaching Research About Mathematical Activities Experience Of Senior High School Students

With the“major basic activity experience”in the 2017 new curriculum standard mathematics curriculum standard being formally proposed as one of the four foundations,the society also has new requirements for the training of talents,and"“dual foundation”can no longer meet the needs of talent cultivation.,More is the need for the cultivation of innovative talents,and therefore the study of middle school students acquiring mathematics basic activity experience is becoming more and more important.As an important chapter in high school mathematics,solid geometry connects the plane geometry of junior high school learning,considering the three-dimensional The process of cultivating students' sense of space and space imagination in geometry teaching can also be regarded as the process of promoting students to acquire basic activities and experience.The author chose to use the three-dimensional geometry as an example to study the teaching strategies for high school students to acquire basic activity experience.This paper adopts the literature research method,questionnaire survey method,interview survey method and other research methods to conduct teaching research on the basic activities of mathematics and chooses the teaching content of solid geometry as a specific case.The article is divided into three parts.The first part introduces the research background.,related literature and theoretical basis.The second part is that the main contents of this article include:surveying the current state of mathematics learning and learning habits of senior high school students,investigating the teacher's knowledge of basic mathematics activity experience and the three-dimensional geometry teaching method,and based on the investigation results,Corresponding teaching strategies and teaching principles.Finally,Dr.Guo Yufeng made a hierarchical classification of the three-dimensional geometry curriculum standards based on the dimensional hierarchy of basic activity experience,and used this as a quantification criterion to verify the effectiveness of the proposed teaching strategies and principles.The final part of the assessment is a summary and reflection of the entire research process.This paper combines theory with practice and aims to provide suggestions for the effective implementation of mathematics activities.