Research On Teaching Process Of Solid Geometry In Senior High School Based On Cognitive Strategies

Intuitive imagination core literacy is one of the six core literacies proposed in the2017 general high school mathematics curriculum standards,and developing intuitive imagination core literacy requires improving students' spatial cognitive abilities.Spatial cognitive ability is strongly influenced by cognitive style and neuroticism,and it is difficult to develop.Students with poor spatial awareness are often overwhelmed by problems in three-dimensional geometry and thereby tend to avoid them.The use of cognitive strategies can improve students' spatial cognition and help them overcome learning difficulties.Hence,this paper explores the teaching process of threedimensional geometry based on cognitive strategies.Based on teaching materials and students' learning results,the author firstly identifies the difficult parts in learning the chapter of three-dimensional geometry.These difficulties include the memorizing of axioms,comparing and proving based on understanding,and applying acquired theorems in complex situations.The author moves on to combine his practical experience in daily teaching with the theory of cognitive strategy,and then applies the cognitive strategy of repetition,refinement and organization to tackle the learning difficulties above.He thus concludes that:1.In order to help students memorize theories,a teacher can rely on the strategy of retelling and penetration,or try to refine knowledge processing process.2.To help students comprehend theories better,a teacher can emphasize more on the strategy of refinement.In other words,he could try to interpret highly-correlated materials in his own way to help students establish connections between knowledge,and pay more attention to their summarization during their learning process.3.The application of theories based on the full comprehension of the whole chapter can help students connect different learning materials.That is to say,a student can enhance his awareness and his ability to apply knowledge under the help of organizational strategies and the experience of independent inquiry of knowledge.Based on the above theoretical research,the author designs and implements a cognitive-strategy-based method of teaching three-dimensional geometry.By analyzing chapter test results,this paper verifies that the above process is effective and efficient in solving problems in contextualized situations.With students' feedback,the paper studies the implementation of the process and provides suggestions according to the different learning stages of three-dimensional geometry.