Research On The Influencing Factors Of High School Students' Intuitive Imagination Literacy

With the advancement of mathematics core literacy,a lot of scholars and teachers of mathematics education focus on the implementation of mathematics core literacy.For intuitive imagination literacy,they put forward more training methods in classroom teaching,but lack of specific training methods for different levels and dimensions of intuitive imagination literacy.Therefore,it is necessary to understand the major factors that influence the improvement of students’ intuitive imagination in high school mathematics teaching,among which the main factors affecting it and the degree of influence.Firstly,this paper sets out the connotations,influencing factors and training methods of the core literacy and intuitive imagination.Secondly,according to the "Standards of Senior High School Mathematics Curriculum ",the level of intuitive imagination literacy is divided into twelve dimensions: four levels and four aspects.Based on this,make an intuitive visual measurement volume,to measure the degree of students ’intuitive imagination development under various teaching factors of teachers.Then through literature research,interviews and questionnaire method,Distributed the questionnaire of the visual imagination teacher activity on the questionnaire platform to understand the specific teaching behavior of teachers in the high school mathematics teaching to enhance students’ intuitive imagination.After collecting and processing the data,we use SPSS and AMOS software to deal with the corresponding relationship between the acquisition of teachers’ teaching behavior and the development of students’ intuitive imagination literacy in diverse dimensions.We find out the positive,negative,major,and major impacts of teacher behavior in twelve dimensions and each level and aspect.Among them,the most influential teachers’ behaviors as follows:(1)Train students to observe objects,models and pictures of the real world.(2)In teaching,teachers often require students to practice and operate,and create models of spatial graphics.(3)Instruct students to abstract the observed objects and imagine the shape of the objects from the space graphics.(4)Teachers give attention to the role of mining function images in teaching,and extract the basic properties of different types of functions.(5)Train students to draw spatial graphics on the plane.(6)Guiding students to form the thinking and method of combining number and shape.On this basis,the article puts forward some teaching suggestions to improve the intuitive imagination literacy:(1)Teachers should pay attention to the teaching of intuitive models.(2)Focus on training students’ ability of combining numbers and figures.(3)Paying attention to cultivate students’ ability to convert from written language to graphic language.(4)Teachers emphasize the role of mining function images in teaching.(5)Teachers pay particularl attention to guiding students to solve vector problems with geometric intuition.Moreover,some teachers should also consider the rational application of behavior:(1)Reasonable application of pictures and texts when cultivating student logic and image thinking.(2)Teachers reasonable choose typical mathematical content to design problems.(3)Reasonably train students to transform the visual map and the plan.Suggestions on mathematics classroom teaching in senior high school:(1)Pay attention to visual demonstration teaching and cultivate students’ ability to read maps.(2)Strengthen practical teaching,let students make more drawings.(3)Focus on training students to learn how to establish the relationship between figure and figure,figure and quantity.(4)Encourage students to communicate and express in mathematical language.Finally,in order to let teachers know more specifically how to cultivate intuitive imagination.This article chose and design a teaching case from high school mathematics for reference.