Investigation And Research On The Integration Of Information Technology Into The Teaching Of High School Solid Geometry

With the continuous deepening of information technology in the field of education,promoting the "deep integration" of information technology and mathematics teaching has become an important task of the current innovative development of mathematics education informatization.High school solid geometry is highly abstract and intuitive.Integrating information technology into solid geometry teaching can build a bridge between concrete experience and abstract experience,enhance teaching effectiveness,and optimize the efficiency of solid geometry classroom teaching.Therefore,it is of practical significance to study the integration of information technology into solid geometry teaching and put forward effective teaching strategies.This research adopts a combination of qualitative and qualitative research methods,and the sample is selected from high school mathematics teachers and senior high school students in three regions of Chongqing,Kunming and Dali.First,a questionnaire was developed to investigate 117 mathematics teachers and 221 senior high school students.Combined with the interviews of 9 teachers,the current situation of integrating information technology into solid geometry teaching was analyzed,and the existing problems and influencing factors were summarized.Then NVivo 11 software was used to analyze students’ classroom behavior and the use of teaching media based on the teaching analysis coding system for three classroom videos.Finally,teaching strategies were proposed and instructional designs were prepared.The conclusions were obtained from the analysis of teacher-student questionnaires and teacher interviews.(1)Mathematics teachers had a good awareness attitude toward the use of information technology(accounted for 73%)and strongly agreed on the effectiveness of its use(accounted for 79%).The awareness attitudes were higher among young mathematics teachers as well as mathematics teachers in relatively economically developed areas.(2)Mathematics teachers had a lower mastery of information technology for teaching and learning(mean score of 3.174),with younger teachers having a better mastery.Teachers in relatively economically backward regions were unable to master new technologies,and their ability to use and integrate information technology resources needs further improvement and enhancement.(3)The use of information technology for students’ interactive communication and cooperative inquiry is less(accounted for 25.56%),and the integration is not deep enough.There are significant differences in the use of information technology by teachers in different regions in classroom interaction and communication and inquiry,and teachers in more economically developed regions do better in both aspects.(4)Teachers used information technology to provide visual perception in teaching three-dimensional geometry,often as an aid to teacher explanation.However,teachers in the three regions rarely let students do hands-on work and failed to fully utilize information technology.Conclusions were obtained from the analysis of the video of stereometric classroom teaching.(1)Teacher-controlled behavior dominated(coverage rate of58.21%),and teachers often combine information technology teaching with traditional teaching in their explanations.(2)Mathematics teachers are the main users of information technology(coverage ratio of teachers operating technology is 35.21%,technology acting on students coverage ratio is 64.79%),and teachers play a decisive role in the use of information technology in actual teaching.The behavior of no students operating information technology,insufficient interaction between students and technology,and neglect of student subjectivity in the technological environment.(3)Teaching media are present in almost all kinds of classroom behaviors,but there is a single type of information technology use and form of integration,and other technology-supported teaching media have yet to be deeply integrated by teachers.And mathematics teachers did not pay attention to students’ independent inquiry and collaborative learning.Based on the investigation of the current situation of teachers and students and the analysis of classroom teaching cases,five integration teaching strategies are proposed: improving the teaching ability of information technology,promoting the integration of education;Combining with the characteristics of solid geometry teaching,it enriches its classroom teaching form;to guide students’ cooperative inquiry and promote teacher-student communication and interaction;to involve students in operation experiments and improve their cognitive;We will increase funding for related facilities and strengthen sharing of technical resources.Finally,the teaching design is prepared according to the above strategies.