High School Students' Solid Geometry Problem Solving Research On The Phenomenon Of False Understanding

High solid geometry is an important content of high school mathematics teaching. They can't draw graphics clearly.Even if they are given the pictures,they can't understand the meanings of the questions.They have remembered a lot of axiom and theorem,but don't know how to use it.They often feel that they have understood what the teacher said in class,but when they do the exercises by thenselves, they do not know where to start.They can't draw the auxiliary line.They often can't know what the subjects means and the methods of doing them in mathematics.What's worse,where they sort out what the teacher have taught inclass,in the evening,they often forget the teacher's during class time.In class,the students keep everything in mind,but after class,they often feel it hard to solve the practreal problems.My topic in this essay is to do a survey about the ways of learning mathematics,the teaching methods and the reason for the “false understand phenomenon” among students.Through a questionnaire to the students, I found that students exist false understanding in the process of our solid geometry problem solving. The cause of the phenomenon has the following several aspects:Firstly, most students have a habit, which is passive acceptant learning.They lack of actively exploration and less access to information.Students' learning enthusiasm is not high;Secondly, students spend less time on observing and comparing with the difference between a variety of entities, models and graphics. These experience that intuition to abstract process is also not sufficient;Then, students also have not an ability of processing and analyzing questions; in addition,Some students rely on classmates and teachers; Also,some of them think that mistake books are little value and they are not review them; What's more,students have problems about reading habits as well;Besides, they are less thinking and doing summary after finish the topic;Last, they don't transform the problem solving methods to own knowledge;The basic knowledge and ability are defective.After interview survey about teachers, I found lead to students in the process of solid geometry problem solving causes of false understand phenomenon has the following several aspects: teacher's prepare lessons are not comprehensive, some teachers lack the part for the result of students; They attach importance to the teaching despise how knowledgeshapes;teachers' analysis instead of the students ', the students' autonomous understanding time are rare; they will require students to reflect on the summary, they also can teach students the way of reflection and summary, but check for reflection and summary are not enough.Homework form is given priority with exercises, seldom stratified, neglecting the students individual differences.In general, in the solid geometry's learning, because the perceptual materials is few,students' abstract thinking is difficult, space perception is not enough; Passively accept learning causes the student don't understand how the knowledge shapes; Lack of review and consolidate,forgotten is much; Lack of reflection, summary, method of knowledge scattered, not a system;the pertinence of students' practice is not strong, these led to the students in learning solid geometry problem solving the phenomenon of false understanding.According to the above findings, about the solid geometry teaching put forward to the following suggestions:let the students observe more models and draw more pictures;teachers prepare lessons, not only for problems, but also learn to know more about the situations of the students. And supervise the students to develop good habits of the topic.Note to let the students explore the issure of targeted and practice specificly and guide the students to summarize the common mathematical methods and realize the importance of the summary.For the topic of difficult and not easy to understand changing process guide the students to carry on the operation confiration. Attaching great importance to the different solution of problem and a solution to different problem.Guide the student to think from different angles. Also,let students correction,not only to establish a regular review,but also reflect on summary.In addition, pay attention to cultivating the students' interest and improving students' classroom participation.To test the effectiveness of teaching advice, we select two comparable experiments and test the students' understanding.According to the result of the surrey and classroom observation, the teaching Suggestions mentioned before can help the students understand and solve the the mathematics problems better than ever.The methods are beneficial in the process of solid geometry,which has a significant effect on solveing the false phenomenon.