Research On Solid Geometry Teaching In Sennior High School

In this paper, three-dimensional geometric study of high school mathematics background, status quo solid geometry teacher in high school teaching problem solving, as well as domestic and international comparative study of three-dimensional geometry, combined with an outline for the three-dimensional geometry of the entrance requirements, and thus to improve the high school math teacher for the three-dimensional geometry The study, to facilitate teachers to better facilitate the strengthening of research and teaching students to master the three-dimensional geometry and improve problem-solving skills. Through a detailed study of the mathematical theory of knowledge from basic problem-solving thinking, pointing out the use of three-dimensional geometry in the process of teaching mathematics and mathematical thinking, and thus better able to guide teachers teaching, allowing teachers liberation "solving" the pain, but also allows students from the "sea tactical" to improve students’problem-solving ability, the ability to analyze problems. Describes the theoretical basis of teaching by solving three-dimensional geometry of high school, high school teacher in solving three-dimensional geometry and identify the direction of teaching theory, mathematical thinking presented to teachers and students, so that they are able to broaden solve three-dimensional geometry in high school vision, not only allows different levels of people are able to live full learning needs.In this paper, the basic principles of teaching theory as a guide, combined with the results of the study of mathematics education theory to literature research, comparative studies and other methods, through a number of examples to study the three-dimensional geometry for teaching and research. This paper also focuses on the three-dimensional geometry of teaching strategies, divided into the following five sections:The first part of the introduction. This paper introduces the purpose and significance for the study of three-dimensional geometry, domestic and international research on this condition, research methods.The second part introduces the three-dimensional geometry, solid geometry, and teaching status, value, as well as teaching strategies.The third part, the application of mathematical thinking to guide problem-solving three-dimensional geometry. Describes some of the ways of thinking, for example, transforming thinking, thinking function, equation thoughts, etc., and these elements combine to make some conclusions.The fourth part focuses on the three-dimensional geometry in high school, teaching them about the three-dimensional geometry of the kinds of questions, the main argument type, computational and problem type and exploratory kinds of questions. Through the general classification of three-dimensional geometry, but also in the use of mathematical thinking to be divided on different issues, to facilitate their teachers and classmates association study comparing memory.Part V, conclusions and recommendations. Even for the full text of this part are summarized, as well as some suggestions for teaching high school three-dimensional geometry. The authors believe that the high school students’knowledge and understanding of three-dimensional geometry depends largely on teaching and teacher, so the teacher should effectively train students to learn about the three-dimensional geometry, strengthen their understanding of three-dimensional space, to improve students’ interest in learning, only so that it can better promote the teaching.Through the study abroad, as well as teachers’teaching experience accumulated, plus for outstanding students to talk to continuously explore other methods of learning method is more suitable for students, so that students can easily grasp the three-dimensional geometry. For the three-dimensional geometry in high school teaching and research have been the focus of teaching is the teacher, hopes the overall study of three-dimensional geometry, can give some suggestions popularity.