Research On The Investigation And Transformation Of Mathematical Misconception Of Senior One Students

Bruner once said that the teaching of a course should return to the basic concept repeatedly and take it as the basis until students master the corresponding complete system.However,some studies have shown that misconception hinder the learning of scientific concepts.Therefore,before teaching,it is necessary to properly understand what kind of misconception students may have about new knowledge learning,what is the reason for its existence,and how to prevent and change it.Based on the knowledge of"space angle",this paper explores the current situation,causes and transformation strategies of the misconception of"space angle"among senior one students through questionnaires and interviews.In this paper,the“second stage test volume of the misconception of"space angle"for senior high school students”was compiled by using the two-stage test method of Treagust,and was investigated in a representative school in the capital city of Yunnan Province.Through the analysis of survey data and interviews,it is found that students mainly have the following misconceptions:For the angle formed by two straight lines on different sides,25.6%of the students understood it as the angle between intersecting straight lines,so it can be 0~°or obtuse angle;16.5%of the students intuitively regarded it as the intersection of two straight lines in a plane;15.3%of the students understood it as the angle formed by ray or line segment parallel to it respectively.As for the angle between the straight line and the plane,22.4%of the students think that the bias cannot be in the plane,so it cannot be 0~°;13.4%of the students understand it as the angle between the straight line and the straight line in the plane(and prefer the straight line passing through the center of the plane);10.3%of the students understood it as the angle between the oblique line and the plane,and thought it could be an obtuse angle.For the plane angle of the dihedral angle,21.6%of the students think that the plane angle of the dihedral angle--must be an angle in the form of∠((3(3);16.4%of the students think that the two planes in the dihedral angle cannot coincide,so it cannot be 0~°or;12.4%of the students understood it as the angle between two planes,and preferred the angle between the middle or the corner with the vertex at the midpoint of the finite edge.On the causes and transformation strategies of the concept of"space angle"misconception of senior one student,this paper mainly analyzes the concept content itself,students’learning and teaching from three main aspects.Through interviews and guidance of the subjects with misconceptions,the main reasons are as follows:The concept of"space angle"is abstract and complex;The negative transfer of students’existing knowledge and the deficiency of students’geometric thinking level;Class-based teaching is difficult to teach students in accordance with their aptitude,teachers’neglect of the concept and its generation process,and inappropriate language expression.In response to these causes,the author proposes transformation strategies such as concept mapping,cognitive conflict,intuitive teaching,and problem driving,hoping to provide some reference for senior high school teachers in teaching concepts related to"spatial angle".