Research On The Plane Analytic Geometry Learning Status Of High School Sophomores

Plane analytic geometry is important and difficult in high school mathematics learning,and it is important in college entrance examination.There are very few studies on students' plane analytical geometry learning after the B edition textbook pressed by People's Education Press in2020.Therefore,by researching plane analytical geometry learning status of high school sophomores using new textbook,this paper makes researchers and teachers understand the problems existing in plane analytic geometry learning,and provides teaching suggestions.Based on General High School Mathematics Curriculum Standards(2017 Edition)and the B edition textbook pressed by People's Education Press in 2020,this paper uses test papers and interviews to investigate the plane analytical geometry learning status from four dimensions:straight line and its equation,conic curve definition and standard equation,simple geometric properties,and the integrated use of straight line and conic curve.With the help of SOLO Taxonomy,this paper divides students' responses into five levels: Prestructural(P),Unistruatural(U),Multistructural(M),Relational(R)and Extended abstract(E),and analyzes the problems.Through statistics and analysis,it is concluded that about 50% students reach M level in the learning of straight lines and its equations;about 40% students are at P level in the learning of conic curve definition and standard equation;about 70% students can reach M level in the learning of simple geometric properties of the conic curve;more than half are at P level in the learning of integrated use of straight line and conic curve,and only few students can reach the highest level required by the question.Analyzed the problems existing in student learning,based on the reason analysis,and combined with first-line teaching experience,the author puts forward teaching suggestions:teachers should stimulate students' interest in learning;pay attention to the process of students' knowledge generation;help students build a good structure of knowledge;strengthen the cultivation of students' autonomous learning awareness and the penetration of mathematical thinking;strengthen the cultivation of students' calculation skills.