Research On The Application Of Mathematical Experiment Into Three-Dimen Sional Geometry In Senior High School

Solid geometry is an important content of mathematics teaching.And it is also one of the hot spots in the college entrance examination.The exploration of the teaching model of solid geometry has been deeply concerned by teachers.When students are beginning to learn three-dimensional geometry,they lack the space concept,but they will solve the problems in three-dimensional geometry learning by combining the learning and application experience of plane geometry in junior middle school.Therefore,whether the transition bridge between plane geometry and three-dimensional geometry is solid and reliable is a key factor in the early teaching of three-dimensional geometry.In this paper,how should teachers help students connect junior high school plane geometry and high school solid geometry learning? Is it appropriate for students to use three-dimensional geometry teaching AIDS to participate in class as a mathematical experiment into classroom teaching?Does the integration of mathematics experiment into solid geometry class affect students’ mathematical ability and interest in mathematics learning? And so on as the breakthrough point to carry out the systematic research.This study is carried out in the Xinjiang Agricultural University affiliated high school,which ranks 11 th in Urumqi.For the consideration of the popularization scope of the experimental results and practical demonstration,we selected Class C and D of Grade One in Grade 2020 and Class E of Grade three in grade 2019 as experimental subjects to carry out mathematical experiments and integrate the teaching practice of three-dimensional geometry classroom.Classes A and B of Grade One in Grade 2017 who did not use this teaching method were selected,and classes a and b of Grade three in Grade 2017 were used as the control group.All seven classes are at the same level in their grade(parallel class).The math teacher for these seven classes is the author herself,which also reduces the influence of irrelevant variables to the study.When mastering solid geometry,all seven classes have universal problems,and it relies more on the teacher’s teaching method when accepting knowledge,which can better reflect the validity of this experiment.Through teaching design,classroom practice,after-class evaluation and reflection,and interview with experienced teachers,the score rates of the questions of the solid geometry module in the same level were compared between class A and B of 2017 and Class C and D of 2020,as well as between Class a and b of 2017 and Class E of2019.The following results were obtained:(1)While learning the three-dimensional geometry module,most students can master common geometry,but they are not familiar with "beginner" geometry and assembly.In studying the position relation of basic elements in space,students can apply theorems to determine and prove,but there are significant problems in understanding the property theorems.In the measurement calculation of the basic elements in space,a small number of students can skillfully use the geometric method and vector method to solve problems.Most students select the vector method to solve the problem,and the concept of space affects the priority of students to choose the two methods.(2)There are two main obstacles for students in learning the three-dimensional geometry module.One is the lack of spatial imagination it prevents students from understanding concepts and using them to solve problems.Second,the lack of theorem proof in textbooks and teaching process make students’ "belief sense" of theorem weak,and lead to confusing application.(3)Mathematical experiments are suitable for the teaching of three-dimensional geometry.Whether it is the theorem teaching of senior one or the exercise teaching of senior three,there are the entry points of mathematical experiments.It can effectively help learners to acquire new knowledge,analyze reasoning and solve problems clearly and smoothly through intuitive perception.(4)After quantitative analysis,it is found that the integration of mathematical experiments into three-dimensional geometry classroom teaching can not only speed up the teaching progress but also help students correctly understand and master the knowledge points and improve the scoring rate.It further shows that the teaching method of integrating mathematics experiments into high school three-dimensional geometry classroom teaching affects the validity of students’ learning mathematics knowledge.Based on the above conclusions,this paper provides some teaching enlightenment for teachers’ reference.