Research On The Problems And Teaching Countermeasures Of High School Liberal Arts Students In The Study Of Solid Geometry

Solid geometry is an important content in high school mathematics education,it is a continuation of junior high plane geometry.It introduces some algebra and it is learning the relationship between points,lines and surfaces in space.Guide students to study this part efficiently,comprehensively and systematically,It can promote students' understanding of three-dimensional space,improve their spatial imagination,and enhance their understanding and application of mathematical language.It can also train students to infer unknown theorems and laws from known conditions.However,in the teaching process,I found that the learning effect of this part is not ideal,especially for liberal arts students,who are far worse than science students in terms of both their efficiency in class and the completion of after-class tests.Therefore,it is an urgent problem to carry out the comparison of students' learning of three-dimensional geometry,understand and analyze the problems in the study of three-dimensional geometry of students of arts and science,and put forward the solutions.Firstly,this paper summarizes the differences of students of arts and science in the study of solid geometry through literature research.To sum up,the differences in knowledge points and requirements,learning mathematical mentality,degree of knowledge points and thinking mode lead to the difference in the learning effect of three-dimensional geometry.On this basis,I elaborated on the existing teaching methods and logic of three-dimensional geometry in liberal arts.Then summed up the high school arts three-dimensional geometry difficulties and students often make mistakes.This can lay the foundation for the research of students' learning problems and solutions in the future.In this paper,331 junior high school students majoring in liberal arts and 3 front-line teachers were selected to carry out an investigation on the teaching and learning status of three-dimensional geometry.Through two questionnaires and two assessments of basic knowledge of solid geometry,the students were investigated before and after learning solid geometry.Through a teacher talk outline to carry out a survey of teachers,the survey includes students' learning motivation,learning psychology,learning habits,learning methods,teaching methods,background knowledge before learning and after learning effect.The results showed that:(1)High school liberal arts students learning mathematics motivation is insufficient,the study drive is insufficient(2)High school liberal arts students in the study of three-dimensional geometry in fear of difficult mood,lack of interest in learning and self-confidence(3)High school liberal arts school students preview before class,review after class is not good,class focus is not enough,lack of active thinking(4)High school liberal arts students in the process of learning three-dimensional geometry rely too much on multimedia teaching poor mapping ability(5)High school liberal arts students in the learning of three-dimensional geometry in the process of research and exploration is not strong enough,lack of innovative spirit(6)High school liberal arts students in the process of learning three-dimensional geometry lack of self-reflection,will not establish the framework of knowledge,understanding the relationship between the theorem is not enough(7)The ability space imagination ability and logic reasoning ability of high school liberal arts students are weak(8)The high school liberal arts student's memory to the formula is quite accurate,to the theorem,the axiom and the corollary core word understanding is not accurate(9)High school students of liberal arts language language,symbol language,graphic language between the conversion problem.In order to solve the problems and difficulties encountered by liberal arts students in the study of three-dimensional geometry,I put forward six solutions.It includes:(1)Through the analogy teaching and "transformation teaching" to realize the transfer of students' knowledge,cultivate students' thinking ability(2)By combining real life and showing the application of solid geometry,the teaching of solid geometry can improve students' attention and arouse their interest(3)Teachers should strengthen the guidance of students' map recognition,attach importance to language transformation and increase core vocabulary training to cultivate students' mathematical language and vocabulary comprehension ability(4)Students' thinking and imagination ability can be expanded through practice and cooperation(5)Flexible use of a variety of teaching methods combined mode,enhance students' spatial perception ability,improve students' ability to work(6)Teachers should urge students to preview before class and review after class.Help students to establish and perfect the knowledge framework.