A Study On The Impact Of Capacity-building For Solid Geometry Teaching With Spatial Vector In High School

Since 2002, some schools in Shanghai have experienced the 2^nd curriculum reform, while now the new materials of the reform have been popularized in the whole city scope. Compared to the old materials from the 1^st curriculum reform, the new one has made great changes in the solid geometry aspect, with the utilization of spatial vector as the focus. The new materials have obvious difference for the arts and science students, where the content of normal vector is added in the science-extended textbooks to solve the majority of geometry problems; and 'Three-view drawing' are included in the arts-extended textbooks to enrich the spatial imagination ability.Faced with such reform, some scholars worried that this may step the mistakes of 'New Math Movement' , and cause the wrong idea that vector can solve any geometry problems, which is no favor to raise the spatial imagination and logic reasoning ability. On the other hand, some scholars thought this may not affect the capacity-building, but strengthen the confidence and interest of solid geometry study, and build the foundation for the further college study.In order to understand the current impact of capacity-building for solid geometry teaching with spatial vector, the author adopts both qualitative and quantitative methodology to do the research in three schools of different levels in Hongkou district. With an arduous effort in literature reviews, surveys, questionnaires and interviews, the problems emphasized in the study are as follows.1. Whether students have preference in choosing vector method and synthetic method?2. How about students' view of capacity-building for solid geometry teaching with spatial vector?3. What can direct-viewing geometry do to promote the spatial imagination?4. Which principles should be followed when carrying out solid geometry teaching with spatial vector?In accordance with the research findings, the author got that in the spatial imagination aspect: keep the invariable request of content difficulty with different way, and pay more attention to the training of drawing and distinguishing figures. While in the logic reasoning aspect: reduce the request of content difficulty, especially for the arts students, which manifested the idea of the 2^nd curriculum reform, that is, 'help different student to obtain different development in mathematics' .As for the phenomenon that vector can solve any problem, the author didn' t find such serious vector dependency through diagnosis. However, students of different level, gender and elective (since or arts) may have different tendency when choose vector method and synthetic method, which worth taking seriously in the further teaching.To conclude, the author proposed two suggestions based on such findings. One is standard teaching of graphics and proof, the other is various ways to promote the capacity-building. Especially, the author introduced a new way to raise abilities, that is project-learning, and hope this would enlighten the solid geometry teaching in the 2nd curriculum reform background.