Visual Thinking Theory For The Application Of Mathematics Teaching In High School

“Ordinary high school mathematics curriculum standards”was put forward, whichmentioned that the high school mathematics curriculum not only helps students to understandmathematics and human social relationships, but also is good for them to raise questions andrecognize the value of mathematics. During the learning, students’ability of analyzing andsolving problems has been greatly improved. According to the high school students’agecharacteristic and the development of thinking quality in high school, teachers should emphasizethe cultivation of students’ logical thinking ability. In fact, to improve students’ mathematicalability mainly depends on the classroom teaching of the high quality. However, deductivereasoning and logic verification of the teaching leads to our class boring and students sleepy. Inphilosophy, the objective object recognition from the perceptual to rational needs a period ofaccumulation and transition. If teachers are able to create a class atmosphere, which is not onlyinteresting, but also contains feasibility and creativity, this is successful. What’s more, this is theimportant point.At the end of nineteen sixties, "Visual thinking" was put forward by Rudolf Arnheim, whowas an American professor of Harvard University. In the mathematics teaching in senior middleschool, the habit of using some tools to read, write, and calculate causes to enhance students’ability in the language and logical way. The students get used to accepting some indirect images,which have been organized or incorporated into existing norms of knowledge. When theydirectly face the vivid visual images, they don’t adapt to remember or change into any otherforms of them. The reason is that their visual thinking ability is too weak to make any contacts.And the characteristics of mathematics is formed by the diverse mathematical objects andcomplicated mathematical combination between number and shape, as a result, the visualthinking ability has become one of the important reasons which leads to the students who can notlearn mathematics well. Therefore, to strengthen the visual thinking is particularly necessary andpressing in mathematics teaching of senior middle school. Based on these considerations, theauthor chooses“study on the application of visual thinking for mathematics teaching in highschool" as the topic. In order to explore how to enrich students’ Mathematics visual image andvisual thinking, this paper was written. In addition, this study will offer some important materials for the teachers who are teaching in the senior middle school.This issue based on the pedagogy, psychology, by means of the modern theory ofcurriculum and instruction, mathematics thinking, mathematics methodology, empirical methodsare investigated, by means of literature analysis, questionnaire survey method. The main researchcontents are as followings:This part mainly expounds the background of this study, which contains the researches athome and abroad on this topic, and clarifies the main task of the study.Part second reviews the related contents of visual thinking theory. This part mainlyintroduces the basic elements of vision, visual thinking, visual thinking development, definitionand other thinking, visual thinking of analogy theory and mathematics teaching in high schooland the connection between the five major theoretical basis.The third part mainly includes high school students’ visual thinking characteristics research.What’s more, some differences between visual thinking and other thoughts. During thedevelopment of the teenagers, there are some periods and learning stages. This part elaboratedthe high school mathematics learning of visual thinking in senior high school students’ visualthinking, which defines the definition, structure and the influence factors of the visual thinking.In addition, this part involves the developing stages and the evaluating standards of contents. Onthe basis of analysis and survey, the author puts forward the following five developing periods.At the end of this part, the author gives a graphical representation of the structure of visualthinking.The fourth part is about the investigation and analysis on the present situation of the highschool students’ visual thinking. A questionnaire survey and questionnaire testing are used tolearn some fact. In order to something with the current situation of high school students’ visualthinking abilities, some tests are made carefully. This current situation undertook test andanalysis. The range of the survey analysis contains different schools, different grades, differentgender and different grades. The purpose is that to test high school students’ visual thinking level.Another goal is that to learn the investigation of visual thinking in high school mathematicsstudy application condition. The results show that, high school students’mathematics visualthinking ability is on the low side and causes the direct effect to the high school mathematicscourse. In the fifth part, the author studies some strategies on developing students’visual thinkingespecially for the high middle school mathematics teaching. First of all, high school students’visual thinking basis of reality is highlighted in the mathematics teaching. Secondly, fromaspects of the high school mathematics teaching practical, the author proposes five kinds ofmathematics on visual imagery, and then highlights how to weaken the visual thinking negativeeffects. At the end of this part, how to enhance students’ability on visual thinking, especiallybased on those five classes of mathematical visual image enhancement are analyzed in detail.Otherwise, the author puts forward the corresponding strategies in order to provide some nicereferences on visual thinking ability training for high school students.