On The Investigation Of The Solid Geometry Learning Disabilities Under The Background Of "Curriculum Standards"

According to "Curriculum Standards", solid geometry learning in high school is based on the knowledge of plane geometry in junior school. Investigations show that high school students often find it rather difficult to learn solid geometry well. However, as the main body of the high school mathematics knowledge, solid geometry is an unavoidable part of the high school mathematics study which even can be thought of as the key content. Therefore, what obstacles exist in the students’ solid geometry learning and what means can be used to help students overcome these obstacles has become a problem that high school solid geometry teaching and learning should confront.This paper is based on the questionnaire survey of724high school students and58teachers investigated in the writer’s school, which finds the major obstacles of solid geometry learning for high school students reflect in the following four aspects: inadequate knowledge reserves of Junior middle school plane geometry; poor spatial ability and drawing reading ability; insufficient transformation ability of Graphic language and sign language. At the same time the survey also finds the above obstacles of the students are closely associated with the teaching efficiency of the teachers, especially the insufficiency of the link with practice in the process of developing students’spatial ability.Based on the results and the analysis of the survey and some related thoughts, this thesis tries to explore the teaching strategies of solid geometry according to the demands of "Curriculum Standards" and carries out further teaching experiments and draws the corresponding conclusions.