Investigation And Research On Intuitive Imagination Literacy Of High School Students

In the 1990 s,core literacy has become a hot topic for educators in various countries since it was proposed.In the General Senior High School Mathematics Curriculum Standard(2017 Edition),intuitive imagination literacy was proposed as one of the six core literacy,and defined the intuitive imagination literacy as the literacy of perceiving the form and the change of things with the help of geometric intuition and spatial imagination,and understanding and solving mathematical problems with spatial forms,especially graphics." At present,although scholars' research on intuitive imagination literacy has gradually increased and has also continued to diversify,it still needs to be deepened.In this study,the author defines the intuitive imagination literacy in combination with the literature,constructs an evaluation framework for the intuitive imagination from two dimensions of ability and level,and compiles test papers.This research used Yancheng Funing Middle School in Jiangsu Province as an example to investigate high arts and science students' intuitive imagination literacy through three content dimensions of function,plane analytic geometry and solid geometry.It is found that:1.The visual imagination ability of high school students in Yancheng is at the medium-to-low level;2.There are significant differences between arts students and science students in intuition imagination literacy,andthe performance of intuitive imagination of science students is significantly better than that of arts students.3.In terms of content dimensions,there is a significant difference in the performance of visual literacy between arts students and science students in the function part and the plane analytic geometry part.There is no significant difference in the visual literacy part in the preliminary part of solid geometry.Aiming at the current situation of high school students' intuitive imagination literacy,the following suggestions are proposed: 1.Digging up textbooks,paying attention to the foundation;2.Focus on inquiry,problem-driven;3.Connecting with life and applying what they have learned;4.Step by step,scientific training.At the end of this article,the author uses "Judgment of straight line and plane parallel" as a case for teaching design for reference.