An Exploration Of The Common Reasons For Losing Scores In Solid Geometry Questions

Solid geometry is a very important part of the high school mathematics.It is an effective tool for cultivating students' spatial imagination.It is also a difficult point in the teaching process.In the college entrance examination,it often appears in the position of 18 questions or 19 questions,which hold much more scores.Although the students have already made a lot of preparations before the college entrance examination,they will still encounter various problems in the actual work.The writer has made a detailed categorization of the knowledge points of the solid geometry in the college entrance examinations in recent years,and analyzed the general knowledge points of the solid geometry of the college entrance examination:(1)Proof parallel of lines,planes and planes,and lines and planes in space;(2)Find the angle or dihedral angle problem in the space;(3)Find the surface area or volume problem of the solid geometry in three-dimensional space.The subjects of this paper are students from Hebei Zhengding High School.The textbook used by the Institute is the 2-1 textbook for the People's Education Press A version of the compulsory two and the People's Education Publishing House A version.After studying the "Standards for General Senior High School Curriculum" in 2017,I have made a detailed study on the background of the research,the purposes,the significance and the content of the three-dimensional geometry.By reading many literature reviews,going through some three-dimensional geometric test papers,doing three-dimensional geometric questionnaires,having interviews with teachers,and analyzing the reasons why students always have problem in getting full marks,I finished this paper with the help of many experienced teachers.This paper not only can help students improve their understanding of self-awareness but also is of great help for my work in the future.By analysing the compulsory 2 and elective 2-2 for the learning foundation of the three-dimensional geometry and the test paper,the common problems of the high school students in the three-dimensional geometry problem are as follows:(1)the students'memorizing of the formula theorem is not accurate,leading to the first question unsolved or lacking some proving conditions.(2)Students are likely to make mistakes in constructing the space vector method and writing coordinates.(3)An error occurres in the calculation using the space vector method.(4)Students do not pay attention to their handwriting,which leads to deductions.(5)Students have a poor sense of three-dimensionality and are not good at space imagination.(6)Students are not able to construct geometric figure accurately in mind(7)There are many conditions for the question.While the students usually cannot combine the conditions with other knowledge,not even turn these into the conditions needed.(8)The logical thinking ability needs to be improved.Some students can't use the geometric method to make the correct auxiliary line to solve the problem.(9)The students sometimes may be faced with no idea in the question.(10)Summary is inadequate.The same types of questions cannot be distinguished,and the nature of the question cannot be seen.Specific to the mentioned loss of points,the reasons are conclued as follows:(1)Knowledge problems,including students' confusion on the content of the theorem,the mistaken use of the space vector method in details;(2)the accumulation of mathematical literacy not in place,including insufficient logical thinking ability,space imagination ability and mathematical computing ability;(3)Individual differences in students,including the lack of active learning and the difference in students' basic knowledge reserves.In response to this situation,the teaching strategies proposed in this paper are:(1)cultivating students'interests;(2)cultivating students' ability to draw and calculate;(3)cultivating students'logical thinking ability;(4)cultivating students' spatial imagination.All in all,the purpose of this paper is to provide useful references for teachers in classroom practices,avoid teaching misunderstandings,and lay a solid foundation for high school students in the review and high-intensity practice process.