Research On The Cultivation Of Intuitive Imagination In High School Mathematics Teaching

Mathematics originates from the abstraction of the real world and it is a science that studies the relationship between quantity and spatial form.It is not only a tool for calculation and reasoning,but also a language for expression and communication.It plays an irreplaceable role in forming human rational thinking,scientific spirit and promoting the development of individual intelligence.Mathematics education bears the function of carrying out the fundamental task of cultivating morality and cultivating people and developing quality education.As one of the six core qualities,intuitive imagination is the foundation of mathematical abstraction and mathematical modeling,the key to exploring logical reasoning,mathematical operation methods and approaches,and the important means to discover and raise problems,analyze and solve problems.Therefore,it is very necessary to study the cultivation of intuitive imagination.This paper mainly adopts three methods of literature research,teacher interviews and student questionnaires.First of all,consult a large number of documents and materials to understand the connotation of intuitive imagination literacy and the current research situation of training strategies,as well as the horizontal division dimensions of intuitive imagination.Then,based on the literature,teachers' interview outlines,students' questionnaires and test papers are made to investigate teachers' understanding of intuitive imagination literacy and students' development status.Finally,according to the survey results,the existing problems of students are analyzed and targeted teaching is carried out according to these problems.According to the conclusion of the research,the visual imagination literacy of senior 2 students has basically reached level 1,some students have reached level 2 and a few students have reached level 3,and it can be found that students with good math scores also have higher intuitive imagination literacy.But there are also big problems,mainly in: Students can use visual imagination to analyze simple problems and draw conclusions,but for complex problems,it is difficult for most students to establish contact with intuitive graphics,find the quantitative relationship among them,and explore the way to solve the problems.In addition,students have great problems in drawing,recognizing and using maps.Most of the students do not draw irregularly,and the expression of equivalence relation is not obvious,which directly affects the thinking of solving problems.In terms of teachers,most teachers can realize the necessity of cultivating intuitive imagination literacy,but they cannot accurately grasp the connotation and manifestation of intuitive imagination.Due to the limitations of teaching content,time and teaching facilities,modern information technology cannot be well applied to daily teaching.Based on the above problems,combined with the results of interviews with teachers and the questionnaire survey of students,this paper chooses to make suggestions on daily teaching from three aspects of mathematical concepts,mathematical theorems and applied teaching: First,in the teaching of concepts,abstract language descriptions are transformed into intuitive images by means of geometric models or modern technologies,enriching students' imagery materials,and at the same time,emphasis should be placed on the explanation of geometric meaning so that students can realize the essence of mathematics.Second,in the teaching of theorems,students are guided to experience the mathematical thoughts and common mathematical skills in the process of theorem discovery,and the intuitive imagination is cultivated in the deduction of theorems.Third,in practical application teaching,attention should be paid to the application of the combination of numbers and shapes,and reasonable problem situations should be created to cultivate students' ability of independent inquiry.Finally,combined with the division of knowledge in the new curriculum standard,specific teaching examples are given from three aspects: function,geometry and algebra,and probability and statistics.