The Investigation On The Thinking Level Of The Straight Line Equations Of The Sophomores In High School Based On Van Hiele Theory

Based on Van Hiele's geometric thinking level theory,? General High School Mathematics Curriculum Standard(2017 Edition,2020 Revision)?(referred to as?Curriculum Standard(2017)?)and the requirements of the college entrance examination,this paper conducts a specific research on the thinking level of senior two students in the linear equation part.By refining the five-level classification characteristics of Van Hiele theory,the evaluation criteria for each level of geometric thinking of linear equations are obtained,test papers are formulated,a certain amount of test questions are designed at each level.After trials,and 182 high school second-year students are given the formal test investigation of the linear equation part.By analyzing the test results,and combining the communication interviews between teachers and students,the following conclusions are drawn:1.The overall thinking level of the juniors in High School in the linear equation part has reached level 2.With the improvement of the level,the scoring rate gradually decreases as a whole.The thinking level of most sophomores is at level 2 and level 3.The higher the level,the greater the difficulty encountered in thinking development.2.There is a significant correlation between adjacent thinking levels,and the development of the former level lays a good foundation for the development of the latter one.3.There are certain differences in the development of thinking level in the straight line equation of sophomores of different genders.More boys perform better than girls in thinking level development.4.There are no significant differences between sophomores in High School of different subjects in the thinking level development of the straight line equations.But in the higher thinking development,the students in physics direction are generally better than that in history direction.On the basis to analyze the thinking obstacles thatsenior two students might encounter when they are at each level of thinking,to conduct attribution analysis,to put forward corresponding teaching suggestions,provide references for teachers to improve teaching,for students to adjust their own learning methods.Finally promoting the improvement of students' geometric thinking level.