The Investigation Of The Learning Difficulties Of Solid Geometry In High School Students And The Study Of Teaching Strategies

Three-dimensional geometry is an important part of high school mathematics curriculum,but also the compulsory content of college entrance examination over the years.However,for freshmen who have just touched the solid geometry,the problem of stereoscopic geometry is often overwhelmed.At the same time,teachers also have a series of questions worthy of study in the teaching of solid geometry.In view of this,this article surveys the status of students learning solid geometry,and mainly studies the following questions:What are the difficulties of high school students in solving the problem of solid geometry?What causes these learning difficulties?What can be taken for these difficulties in teaching strategies?Through the questionnaire survey of 271 freshmen,we know the current situation of high-school students' learning of solid geometry.Through the eight-dimensional solid test questions,we know the types of the difficulties that students faced when they study solid geometry.And students are divided by top students,middle students and poor students by the grades.Finally,we interviewed several students at each level to learn more about their thinking activity and mental state.Through the comprehensive analysis of the results,it is found that the factors leading to the high school students' learning difficulties of solid geometry are as follows:the knowledge of solid geometry is poorly mastered,which is mainly reflected in the fact that the understanding of the related concept theorem is not profound and is influenced by the negative migration of geometry in junior high school;Insufficient,including lack of space imagination and logical thinking ability,there are obstacles in the diagramming of the diagram,and the ability of expressing and transforming maths language is not enough.Mathematical methods such as analogy,conversion and movement change can not be flexibly used.In the study of emotional attitude,including lack of learning interest and confidence.Correspondingly,some teaching countermeasures are put forward according to these factors:strengthening students' understanding of mathematics knowledge,emphasizing the concept and nature of geometry,guiding students to summarize the knowledge they have learned and establishing knowledge networks;cultivating students' spatial imagination and logical thinking ability.Infiltrate relevant mathematics thinking methods in teaching;introduce knowledge background to stimulate students' interest in learning;cultivate students' self-confidence and pay attention to the learning time of poor students.