Measurement And Assessment On The Geometric Intuition Of The Six Grade Students

Geometric intuition is one of the necessary mathematical accomplishments for citizens in the future. The geometric intuition can help people quickly find the connections between things, to provide ideas and methods to solve the problem. Along with the rapid development of science and technology, geometric intuition plays an important role in many fields such as computer graphics, image processing, image control and so on. In the current implementation of the "compulsory education mathematics curriculum standard(2011)"(hereinafter referred to as "standard(2011)") in the geometric intuition is listed as the core concept of the new. The concept and function of geometric intuition was first defined: geometric intuition refers mainly to describe and analyze the use of graphics. With the aid of geometry, the complex mathematical problem can be simplified and the image can be helpful to solve the problem of solving the problem. Modern mathematics learning cannot be separated from geometric intuition. Study on the significance of geometric intuition regardless of the content, significance and method, are far more than the geometry itself. Therefore, how to evaluate students’ geometric intuition is a question that needs to be considered in the new round of basic education mathematics curriculum reform.This study used quantitative and qualitative research methods to evaluate the geometric intuition of the six grade students. The main research methods are literature analysis, survey method and interview method. Combining with the existing research at home and abroad this study is to review the connotation, manifestation, educational value, capability evaluation and training strategy of geometric intuition. This paper defines the connotation of geometric intuition, and establishes the framework of geometric intuitive evaluation. The main line of the framework of geometric intuitive evaluation is the structural dimension, cognitive dimension and content dimension, and in the process of preparing the examination questions, take full account of the problem situation dimension. According to the characteristics of mathematics learning in grade six and the relevant requirements of "standard(2011)" in the "geometric intuition" and the comparative analysis of the six grade textbooks, this study established the evaluation criteria of geometric intuitive. According to the evaluation criteria, this study is to consult a number of mathematical education, basic education experts and teachers of primary school mathematics teachers, geometric intuitive evaluation of the examination questions. After prediction and reliability and validity analysis, this study determined the final geometry. Evaluation object selected from 2 different schools in Sichuan Province, the conditions of primary school six grade 350 students. The data were processed by SPSS18.0 in this study. Based on the evaluation results, this study analyzes the current situation of the six grade students’ geometry, and then gives some suggestions.In this study, the geometric intuition is defined as: The ability to perceive and grasp the mathematical research object(spatial form and quantitative relation) directly, by means of the image relationship of the observed or imagined geometry. The expression forms are in kind intuitive, simple and intuitive, and intuitive to replace objects and graphics. Based on the analysis of the results of the geometry of the six grade students, this study draws the following conclusions: the overall performance of grade six students in geometry is in the middle level; there were no significant differences between male and female students in the three level cognitive level of geometric intuition; the performance of grade six students in geometry is significantly related to the mathematics achievement; Six grade students in the performance of the alternative is better, the performance is not ideal in graphics; In different content areas, the geometry of the six grade students is not the same. In the test project on the life situation, the students of grade six have poor geometry. Based on the analysis of the current situation and problems, the following teaching suggestions are put forward: to develop students’ ability to read drawing, and to guide students to take the initiative to explore the characteristics of geometric figure; encourage students to operate, to help students to accumulate rich experience in geometric activities; appropriate use of generative resources, beware of the teaching of geometric intuitive "slip away"; be alert to the visual error in the material, and avoid the trouble caused by excessive visualization; clear geometric intuitive meaning, beware of the practice of "problem solving" tendency.At home and abroad on the geometric intuitive evaluation of the study of elementary school students, this research attempts to explore this aspect from the practical operation level. However, due to the limited capacity and energy, this research has a lot of shortcomings in the testing tools of the scientific and test samples, and hope to make up for the future research.