Research On The Relationship Between High School Geometry Class And Visual Imagination Literacy Based On TRU Classroom Evaluation

In order to explore the cultivation direction of future citizens,Chinese educational researchers proposed in 2017 that high school students should have six core mathematical qualities,namely mathematical abstraction,logical reasoning,mathematical modeling,mathematical operation,intuitive imagination and data analysis.Among them,intuitive imagination literacy refers to the ability to perceive the shape change of things with the help of students' geometric intuition and spatial imagination,and then use students' understanding of graphics to solve mathematical problems.The purpose of this study is to investigate the status quo of the intuitive imagination level of senior high school students in a city,and to study the relationship between this literacy level and teachers' geometry classroom teaching from the perspective of improving teachers' classroom teaching ability.First of all,the paper selected the relevant examination questions as reference,designed the test paper of high school students' intuitive literacy level,and selected 178 representative senior three science students from three high schools in a city to evaluate.According to the standard of visual imagination literacy,the level of visual imagination literacy of science students in grade three is evaluated.At the same time,in order to investigate the current situation of geometry classroom teaching,the paper recorded the geometry classroom of the teachers and observed the classroom video repeatedly.Under the original TRU mathematics classroom evaluation mode,the evaluation mode was adjusted according to the cultivation needs of high school students' mathematics intuitive imagination literacy,and the TRU mathematics classroom scoring standard was designed in accordance with the cultivation needs of intuitive imagination literacy.Then the grade standard is used to grade the teacher's geometry teaching level.Using the knowledge of statistics,the data obtained from the students' intuitive imagination test and the teacher's TRU math classroom score data were taken as two variables,and the correlation analysis of the two data was conducted with SPSS.In order to eliminate the influence of the difference in the students' basic learning ability before the high school stage on the correlation analysis of the two variables,the students' entrance score in the first year of high school was taken as the control variable,and the correlation analysis of the two variables was carried out by the partial correlation analysis method in statistics.To find out the relationship between high school students' mathematics intuitive imagination literacy level and teachers' geometry class.The following conclusions can be drawn from the research on the level of intuitive imagination literacy of senior three students :(1)the level of intuitive imagination literacy of senior three science students can mostly reach level 2,that is,the level of college entrance examination.(2)High and low level students are relatively concentrated,and the level distribution of students in different schools is significantly different.The research on TRU evaluation of teachers' geometry class has the following conclusions :(1)on the whole,the teaching level of the three teachers' geometry class is different.(2)Individually,the level score of each teacher in five dimensions is relatively balanced.The research on the correlation between the five dimensions of teachers' geometry class and the intuitive imagination literacy of high school students has the following conclusions :(1)the dimensions and the whole of teachers' TRU geometry class are significantly correlated with students' intuitive imagination literacy;(2)Students' intuitive imagination literacy level 1and 2 points are equally correlated with the five dimensions of TRU geometry class;(3)The three scores of students' intuitive imagination literacy level are unusually correlated with the five dimensions of TRU class;(4)Teachers' geometry classroom performance is affected by students' intuitive imagination literacy level.Finally,based on the analysis of the reasons for the differences in the level of students' intuitive imagination literacy,combined with the conclusions of this study,this paper gives some Suggestions to educators on how to improve the level of intuitive imagination literacy by using mathematical geometry classes.The Suggestions to improve students' intuitive imagination literacy are as follows :(1)pay attention to the coherence of geometry teaching content;(2)pay attention to the demonstration teaching of geometric intuitive figures and cultivate students' imagination and reasoning ability;(3)design "jump to be able to get" graphics imagination problem,create a challenging learning atmosphere;(4)all students are encouraged to use geometric language to express and communicate in class.Specific Suggestions are given to students with different levels of intuitive imagination literacy :(1)for students with low level of intuitive imagination literacy,more attention should be paid to the improvement of mathematical content and student performance dimension;(2)for students with high level of intuitive imagination literacy,let them play freely in mathematics content and students' performance degree;(3)give full play to the predictive function of intuitive imagination literacy level.