Study On The Barriers For Grade Seven Students Learnning Solid Figure

In actual solid geometry teaching, we tend to lay teaching emphasis on the graphic reasoning and its related calculation, and just focus on cultivation of logical reasoning with the neglect of cultivating students’spatial imagination ability and graphs visualization ability, which led to an ignorance of solid geometry teaching. With the development of information technology, lots of teachers simply think that the solid geometry part is so easy that just can be taught by demonstrating media courseware repeatedly, but which resulted in the lost of perfect opportunity for cultivating the students’ spatial imagination ability and graphs visualization ability.By consulting literature and data, this paper, on the basis of related theories, conducted a questionnaire survey and test to collect the data materials among the Grade seven students of Luo Fang Middle School, and also interviewed some students in order to have a better knowledge of their thinking process. Besides, another questionnaire survey has been conducted to six math teachers of this grade. By analyzing these research results, the following things can be concluded:generally, the Grade Seven students are interested in learning the solid figures, and learn it with pleasure and confidence; they are able to realize the correspondence between the life and the graphs without any psychological barriers; meanwhile, there are barriers for the students learning the solid figure, and the biggest barrier for them is to have sound spatial awareness and insufficient sense of three dimensions, which can be shown by the following several aspects:(1) Barriers for recognizing graphs:unable to have a comprehensive and correct knowledge of the shape, site, size and relationship of the graphs. (2)Barriers for drawing graphs:the mistakes for selecting a viewing direction or angle when presenting the space or the geometry, mainly on the left side view; (3) Barriers for understanding the relationship between the graphs:lacking of overall perceptive ability for the rules of combinations of graphical assembly mastery, (4) Barriers for constructing the graph: unable to construct or accurately construct geometry in terms of the view; (5) Barriers for transforming graphic language into the literal language:unable to accurately describe the geometry features with the literal language and their handwriting are no so standardized while writing some of the names of geometry. Based on all of these, This paper intends to explore preliminarily and put forward the following teaching strategies so as to help students overcome these hindrances:(1)lead students to find the graphs and their application from reality and get the perceptual experience of graphs; (2) pay attention to the students’ practice and communication about math, make them accumulating experience for graphs,and develop spatial concept on the basis of participating lots of activities such as observing and practicing the pictures and communicating with teachers and classmates. etc.; (3) after the practice, display the graphs vividly by fully taking advantage of modern information technology such as PPT and geometer sketchpad; (4) consciously satisfy the students’ various needs for spatial learning in accordance of their different spatial ability. The study of this paper expects to be useful for those front-line teachers on solid figure teaching.