A Survey Of The Current Situation Of Geometric Intuitive Ability Of Senior Primary School Students

Geometric intuition is one of the ten key words in the mathematics curriculum standard of compulsory education(2011 Edition).The general high school mathematics curriculum standard(2017 Edition)also regards the geometric intuitive ability as an important part of the intuitive imagination literacy.The geometric intuitive ability is of great significance to the development of the core literacy of Mathematics for Chinese students.It is of great theoretical value and practical significance to study its current situation and influencing factors.This paper focuses on "how about the current situation of geometric intuitive ability of senior primary school students?" "What are the factors that affect the ability of geometric intuition of senior primary school students?" Two problems are studied.Referring to timss2015 and related research,the evaluation framework of geometric intuitive ability test of primary school students is constructed.On this basis,the level division basis is determined by combining the curriculum standard 2011 edition and primary school mathematics academic evaluation standard(experimental draft).Taking the fifth and sixth grade students of a primary school in Lanzhou as the research object,this paper studies the current situation and influencing factors of geometric intuitive ability of senior primary school students by using literature method and survey method(including test,questionnaire,interview and classroom observation).The conclusions are as follows:There are five conclusions in the current situation of geometric intuitive ability: the overall geometric intuitive ability of senior primary school students(hereinafter referred to as students)is in the upper middle level;there is a significant positive correlation between geometric intuitive ability and mathematics performance,and there is no significant grade difference;85.17% of students can reach level one and level two(using geometric intuitive perception and expression of problems),only 67.23% of them can reach level one and level two Students barely reach level three(using geometric intuition to analyze problems);students have differences in the performance of geometric intuitive elements,with the best comprehensive score rate and full score rate of geometric intuition,followed by pictures and symbols;students have great differences in the performance of geometric intuitive contents,with the full score rate of Statistics and probability as high as 95.64%,the full score rate of number and algebra aslow as 30.35%,graphics and geometry as high as 95.64% The score rate is 25.29%,and the full score rate of comprehensive application is less than 1%.There are two conclusions in influencing factors: non intelligence factors and learning strategy factors are the main factors affecting students' geometric intuitive ability;teacher-student relationship,teachers' teaching methods,school environment and other factors are the secondary factors affecting students' geometric intuitive ability.Combined with the investigation and analysis,three suggestions are put forward from the two aspects of "teaching" and "learning" : using diversified teaching methods to make geometry intuitively take root in ordinary teaching;focusing on activating non intelligent factors and arousing students' enthusiasm for mathematics learning;teachers need to broaden their thinking,fully respect students' main position in teaching,and guide them to operate more hands-on.