| Orthographic views, the high school mathematics textbook content of the new addition, has become a hot topic in teaching, but also become a blind spot. At the entrance of mathematics of several years, orthographic views has become compulsory content, but candidates often have problems in their examinations. In the community, the application of the orthographic views is also very broad and all kinds of design and production drawing will encounter it. By surveying teaching of high school orthographic views, this paper has discovered the confusions and reasons where teachers teach and students study. Finding out teaching methods of orthographic views is the mean task of this paper. This paper clarified the teaching methods in many ways which provided references to high school for teaching orthographic views.The paper analyzed orthographic views starting with the development trend of high school mathematics and then found out that orthographic views has been increasingly drawn attention which presented an objective phenomenon with low starting point and high placement in teaching.By surveying studying of orthographic views of the high school students in grade one, the paper pointed out that the students’ biggest difficulty of studying orthographic views was transforming orthographic views into space geometry, and then analyzed the reasons of difficulties of students in learning orthographic views. First, spatial imagination was not enough. Culturing students’ spatial imagination was a major goal in high school mathematics teaching. Second, students were a lack of association abilities. Solving many problems in mathematics required students have the appropriate ability to think, that the association of each mathematical model. Mathematics teaching was originally thoughts’ teaching that was from one model to another. Transforming orthographic views into space geometry needed students knowing the model like cylinder, cone, frustum, spheres, etc. Third, students were poor able to integrate. Integration ability referred select and classify information. orthographic views reflected a variety of information of space geometry and students must effectively extract and integrate information, and ultimately achieved the purpose of solving mathematical problems.With interviewing several high school mathematics teachers, the article analyzed the difficulties in orthographic views of each teacher teaching. The biggest confusion teachers teaching in orthographic views was not able to find a unified reference in teaching. Teaching methods of orthographic views were just familiar to passing the river by toughing stones. The main reasons of confusions in teaching orthographic views were the following points. First, orthographic views was a new knowledge in high school mathematics with low starting point and high placement. Second, various kinds of supplementary books didn’t have classification and summarizing of questions and methods in orthographic views which make orthographic views lack of reference in teaching.After the analysis of difficulties and reasons of teachers and students in orthographic views, the paper gave specific teaching methods, and provided some policy requires based teaching principles. Teaching orthographic views had examined the effect of teaching methods in level of practice.Conclusions recommended that teaching methods of orthographic views should pay attention to multi sensory awareness as well as theories and experiences combined. Implementing beginning with familiar to common space geometry, mastering the regular of orthographic views, warning a few errors in orthographic views contributed to forming a more effective teaching method.Teaching methods of orthographic views provided by this paper still has insufficiency. First, the study has limitations that only researches cylinder, cone, frustum, spheres. Second, the system of teaching methods is not very closely, but comes up some requests in details. At the same time, there are series of steps to be improved. |
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