Investigation And Study On Geometric Intuition Ability Of Junior High School Students Based On Field Cognitive Styl

"Compulsory Education Mathematics Curriculum Standards(2022 edition)" has formally refined the core quality of junior middle school mathematics,and geometric intuition is one of the main embodiment,emphasizing the development of students’ geometric intuition ability.Therefore,this paper chooses geometric intuition as the research focus,combined with studen ts’ cognitive style,to explore the relationship between different field cognitive style types and geometric intuition ability of Grade two students,to provide some references for teachers.Based on literature analysis,testing and interview methods,this study adopts the tesselat ed Graphic Test(CSFT)to test the field cognitive style of Grade two students.Through the test questions of geometric intuitive ability and case interviews,the current situation of studen ts’ cognitive style and geometric intuitive ability,the relationship between them and the differ ences of students’ geometric intuitive ability with different cognitive styles are understood.After analyzing and discussing the survey results,the conclusion of this study is obtained and relevant teaching suggestions are put forward.The results are as follows:(1)The cognitive style of the second grade students tends to be field independent,and there is no gender difference;(2)On the whole,the geometric intuiti ve ability of students in Grade two is at the medium level.Students’ ability to describe and understand problems with diagrams is superior to their ability to analyze problems with diagra ms,and there is a significant positive correlation between each dimension of geometric intuiti ve ability and the whole;(3)There is no significant difference between male and female stude nts in geometric intuitive ability;(4)The geometric intuitive ability of Grade 2 students is sig nificantly related to their cognitive style,and different cognitive styles have a certain impact on the geometric intuitive ability.Field independent students are higher than field dependent students in geometric visual ability dimensions and total scores;(5)Through case interviews with students with typical field cognitive style,it is found that students with two cognitive styl es have differences in the choice of topic approaches,and field independent students have cert ain advantages in the ability to independently construct graphic analysis problems.According to the research conclusion,the following suggestions are given:(1)to underst and and respect the individual differences of students in order to better teach students accordi ng to their aptitude;(2)Guide students to construct independently and enhance their ability to use charts to analyze problems;(3)Carry out appropriate group cooperation to promote the learning of students with different cognitive styles.