Teaching Research On Training Junior Middle School Visual Imagination

Six core literacy for math are put forward in the new curriculum standard.Among them,as the first thinking ability in mathematical research,intuitive imagination literacy is the thinking basis of constructing abstract structure to understand the essence of objects,exploring reasoning in math to achieve demonstration,and establishing mathematical models to make mathematics return to the real world.Plane geometry is a excellent carrier for cultivating students' intuitive imagination literacy because of its direct connection with real space,the availability of intuitive support and abundant formal structure.At present,there is insufficient implementation of intuitive imagination literacy in the teaching of plane geometry in junior middle school,which can inspire students to find and solve problems.The development of abstract thinking abilities and creative mind can meet the needs of students' further learning and lifelong learning.This research combs the research results of intuitive imagination literacy with literature research method,expounds the connotation of intuitive imagination literacy and relative learning and teaching theories,and investigates the current teaching situation of intuitive imagination literacy in junior middle school with questionnaire method.It finds that there is a lack of attention to the research process,ignorance of the problem situation of refining basic graphics and lack of exploring the essence of knowledge.,ignoring the infiltration of thinking methods,lacking the consciousness of overall design teaching,ignoring the construction of knowledge schema.Based on the problems found in literature research and investigation,this paper takes the teaching of similar triangle basic graphics in junior middle school as the main research object,aiming at the new course of basic knowledge and the practice course of model extraction and application.To construct the teaching strategies of cultivating intuitive imagination literacy:(1)Macroscopically,we should grasp the content of course as a whole,construct knowledge schema and practice unit teaching design;define basic problems around basic concepts,and carry out reverse teaching design;follow the learning process,grasp the essence of mathematics,and practice in-depth teaching design.(2)The new teaching of basic knowledge should create a chain of problems.According to the rules of the process of thinking formation,students should be guided to explore the nature of knowledge through observation,association,analogy,and imagination,and carry out exploratory learning.(3)In the practice course of model extraction,we should pay attention to the process,refine the generation path(clearing source);meanwhile,we should pay attention to the development,design the teaching process hierarchically(clearing direction);(4)In the practice course of model application in exercises,we should summarize the basic thinking methods and manifest the thinking process;refine the application situation,comb the problem solving strategy;and exhibit the process,analyse variant routine,reflect on problem solving process,optimize method strategy.