Based On 3DMAX To Assist The Classroom Teaching Of Mathem Atics "Three Views" In The Third Grade Of Junior High School

In this study,3DMAX software is applied to the teaching content of the three views of mathematical solid geometry in the third grade of junior high school,to explore whether 3DMAX software can assist and how to assist the classroom teaching of the three views of mathematical solid geometry in the third grade of junior high school.The research adopts the methods of investigation and experimental research,and selects the students of two classes with similar average scores as the experimental objects.Under the support of constructivism learning theory,discovery learning theory,Dell’s experience tower and other theories,the teaching design and classroom teaching practice are carried out.Before the experiment,we investigated the current situation of the third grade students’ learning mathematical three-dimensional geometry and the teachers’ application of three-dimensional software to assist the teaching of three-dimensional geometry.We learned that junior middle school students’ ability of three-dimensional thinking is weak,when there are difficulties in learning three-dimensional geometry,and when their interest in learning is low;when the teachers are teaching three-dimensional geometry,due to the limited information technology,it is difficult to transfer it concretely and intuitively Knowledge content.In view of these problems,this paper,combined with the characteristics of 3DMAX software and the theoretical basis of education,studies the strategies of 3D geometry classroom teaching assisted by 3DMAX software,including five teaching principles: the principle of students’ subjectivity,the principle of effectiveness,the principle of adaptability,the principle of gradual dilution and the principle of interaction;four teaching strategies: the strategy of classroom teaching and the improvement of learning The teaching strategy of learning interest,the teaching strategy of cultivating the ability of spatial imagination,the teaching strategy of drawing three views and a complete teaching implementation process.In the teaching preparation stage,3DMAX software is used to make teaching courseware and materials suitable for the three-dimensional geometry view of mathematics in the third grade of junior high school.Two classes,experimental class and control class,are selected for classroom teaching research,and classroom teaching practice is carried out orderly under the guidance of teaching program.In the experiment,it is found that there are some problems in the 3D geometry classroom teaching assisted by 3DMAX software in the third grade of junior high school:teachers use 3DMAX software to delay the classroom teaching process;teachers rely too much on 3DMAX software and do not show the key and difficult points on the blackboard;in the teaching process,3DMAX software is completely controlled by teachers and does not give students the opportunity to operate.In order to solve these problems,the paper puts forward solutions: schools should strengthen the training of3 DMAX software for teachers,improve the efficiency of classroom teaching;teachers should combine the software with blackboard writing,and give full play to the advantages of both;in the case of abundant classroom time,teachers should provide students with the opportunity to operate the software and let students participate in the classroom.After the experiment,the students and teachers of the experimental class were investigated by questionnaire and interview to understand the effect of 3DMAX software on the classroom teaching of three-dimensional geometry in junior three,and SPSS software was used to analyze the experimental data.The experimental conclusion was that 3DMAX software assisted the teaching of three-dimensional geometry in junior three is helpful for students to cultivate the ability of spatial imagination and build a good spatial view For teachers,3DMAX software can change the presentation of knowledge,help the junior mathematics teachers to break through the bottleneck of solid geometry teaching and solve the key and difficult problems in teaching.