Geometric Intuitive Application Investigation And Suggestions Of Teaching For The High Grade Pupils

With the promulgation of the new curriculum standard, mathematics has a lot of new change and try in curriculum design, teaching objectives, development of teaching material."space and figure" instead of "graphics and geometric" from Mathematics curriculum standards (2011 edition)". Geometry can help students to clarify thought to solve the problem, and cultivate students’the ability of active thinking, exploration of new knowledge. Geometric intuition can make complex mathematical relationships, text convert into straightforward approach charts, which contributes to the formation of students’learning experience.Based on the important role of geometric intuition in the primary school students ’mathematical study, based on the elementary geometry application status in the solution of mathematics problems,based on the elementary school mathematics geometric intuitive training requires for middle school students, measurement and questionnaire surveys are mainly used in this paper,168 students in N primary school in Changchun were tested. And studies from the following aspects:(1) The definition of geometric intuitive.(2) The analysis of geometric intuitive application layer elements and patterns of manifestation.(3) The construction of geometric intuitive application model.(4) The horizontal analysis for students application status under different geometric intuitive form.(5) The longitudinal analysis of each specific forms under the present situation of the application of different component.(6) Comprehensive analysis for students geometry application status.(7) Improvement of teaching Suggestions for primary school mathematics should be put forward.After sorting and analysis of the test data, we draw the following conclusions:(l)The students have the strongest preference for physical intuitive in teachers’ teaching method.(2) The students prefer simple symbols intuitive application in the process of solving problems, but show differences in each factor(3) students don’t have a strong consciousness for the analysis of problems in the process of schema application.(4) in the geometric elements and intuitive representation of specific applications; fifth-and sixth-graders shows little differences, no gender difference on the whole.At the same time, the author put forward the improvement Suggestions through analysis the reason of the above conclusion, and combination of the current curriculum reform with the actual situation of classroom teaching.