| Mathematics Curriculum Standards for Senior High School(2017 edition)clearly put forward six core mathematics literacy,emphasizing that it is now the necessary character and key ability of social citizens to adapt to lifelong development and social development.Visual imagination is one of the core qualities of mathematics.refers to geometric intuition and spatial imagination to perceive the shape and changes of things.the use of spatial forms,Especially graphics,To understand and solve mathematical problems.This article fully draw lessons from the related research results of the high school mathematics intuition thought quality,starting from the high school students intuitive imagination literacy ability,to divide its geometry,spatial and combining with the three dimensions,both mathematics Curriculum Standards for Senior High School(2017 edition,)to the high school mathematics intuitive imagination literacy level division,The evaluation framework of visual imagination literacy is established by integrating dimensions and levels division.This is how the intuitive imagination test of high school students and the teacher interview questionnaire were conducted.established in order to shed light scientifically on the current state of students’ ability to imagine mathematics.This paper takes 307 senior three students from XX Middle School in S City of Jiangsu Province as the research object,and analyzes the status quo of students’ visual imagination literacy in mathematics.And from two aspects of students’ mathematical intuitive imagination literacy is analyzed in detail,On the one hand,it analyzes the differences in gender,arts and sciences,and regional sources of mathematics visual imagination literacy of senior high school students.On the other hand,it analyzes the correlation between student’s academic performance in mathematics and attitudes toward mathematics and mathematics visual imagination literacy of senior high students.Make some effective suggestions for training students and improving the visual imagination of high school students.The results show that students’ visual imagination literacy is good on the whole.61.24%of students’ visual imagination literacy in mathematics can reach level 2,namely the level of college entrance examination,and the scores of students in the three dimensions are more than50%.Specifically,boys’ visual imagination literacy is higher than girls’,and there are significant differences in each dimension,level 1,level 2 and total score.The visual imagination accomplishment of students who choose physics is slightly higher than that of students who choose history,and there are significant differences in geometric intuition dimension and level1.The visual imagination literacy of students from urban areas is higher than that of students from rural areas,and there is a significant difference in level one.Students’ visual imagination accomplishment is positively and moderately correlated with students’ academic achievement in mathematics.Students’ visual imagination accomplishment is positively and strongly correlated with students’ attitude towards mathematics learning.For simple problems,students can use intuitive imagination to analyze and draw conclusions,but for complex problems,it is difficult for students to independently construct the connection between number and form.At the same time,students in the understanding of graphics,according to the meaning of the drawing of graphics,the use of graphics are also inadequate.Based on the above findings,this study suggests four aspects to improve high school students’ visual imagination literacy in mathematics: "reinforcing the weak points and the strong and weak points" according to gender and the differences in arts and sciences;Using modern information technology tools to improve students’ ability of geometric intuition;With the help of auxiliary lines to solve problems,improve spatial imagination ability;Pay attention to the transformation of mathematical language,strengthen the ability of combining numbers and shapes. |
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