Research On The Teaching Strategy Of Solid Geometry In Senior High School Mathematics

Solid geometry is one of the important contents of high school mathematics,and it is also the focus of college entrance examination.The low score rate of students in this content indicates that there are some difficulties in its study.Students' knowing how to learn solid geometry and how to achieve satisfactory results in the college entrance examination have become an urgent problem to be solved.Solid geometry plays an important role in training students' ability of geometry intuition,space imagination,abstract thinking,analogy and induction,and logical reasoning.This paper investigated students' learning of solid geometry,focusing on the following three questions: What are the difficulties for students to learn solid geometry? What are the factors that cause these difficulties? In view of these difficulties,what strategies should be taken to improve the teaching of solid geometry and promote students to better master the knowledge of solid geometry,so as to achieve good teaching results?On the basis of consulting relevant materials,combined with relevant theories and teaching experience,this paper makes a questionnaire to some students of the 21 st senior two of Laibin senior high school in Guangxi and all mathematics teachers of the school,and makes face-to-face interviews to some mathematics teachers and part of the students.Through the analysis of the survey results,we know the current situation of students' solid geometry learning,and the factors that lead to students' difficulties in it include:(1)Students are lacking in understanding the knowledge of solid geometry.It is reflected in their lack of deep understanding of relevant definitions and theorems,andtheir inability to flexibly apply the knowledge they have learned;(2)Students are weak in abilities about mathematics,such as: the abilities of spatial imagination,logical thinking,calculating,operation,reading maps,and mutual transformation between graphic language and symbolic language;(3)Students didn't develop a good-enough habit,which is reflected in the students' lack of induction and summary of the knowledge and exercises that they have learned,and their inability to flexibly apply ideas and methods;(4)Students' lack of interest and confidence in learning mathematics.They are easy to give up when they encounter difficulties in practising.These difficulties of students are related to the effectiveness and guidance of teachers' teaching.The main teaching method adopted by teachers is indoctrination,which leaves insufficient time for students to think independently,resulting in students' poor ability of spatial imagination.Teachers are lacking in physical teaching and timely guidance,leading to serious lack of students' confidence in solving problems.According to these factors and combining the related teaching theory and teaching experience,the following teaching strategies are put forward:(1)Strengthen students' understanding of solid geometry.Attach importance to the teaching of concept,nature,theorem and constructing,and guide students to effectively summarize knowledge and build knowledge system;(2)Train students' thinking ability in the teaching process.Make use of physical objects and information technology to cultivate students' ability of spatial imagination and logical thinking;(3)Improve students' mathematical literacy.Permeate mathematical culture in the teaching of creating situation and solving problems.(4)Permeate mathematical thinking methods,such as function and equation,combination of number and shape,discussion and transformation in the teaching;(5)Pay more attention to problem-solving teaching.Improve students' skills in problem-solving,and help students analyze,induce and summarize the types of the mathematical questions,in order to improve students' ability of summarizing and inducing,as well as students' thinking quality;(6)Integrating the above strategies,pay attention to cultivate students' interest in learning solid geometry and improve students' self-confidence in learning mathematics in the teaching process.