Investigation And Research On Learning Disabilities In Solid Geometry Of Senior Two Students

Geometry curriculum is of great significance in developing students' intellige nce and enhancing students' spatial concept,and its reform is the focus and symbol of success or failure in the reform of international mathematics education moveme nt.Solid geometry,as a major module of geometry,is not only the requirement of unilater a l literacy of visual imagination,but also the learning process of visual perception,operational qualification,reasoning proof and metric calculation,in which students acquire the core literacy of visual imagination,logical reasoning,mathemat ic a l operation and mathematical abstraction.In the background of solid geometry's being oriented from ability conception to accomplishment,what are the main influenc ing factors of high school students' solid geometry learning? What are the learning disabilities of students? How do they overcome these learning disabilities? These problems are very realistic in front of educators,which need to be explored.This study adopts literature research method,questionnaire survey method,examination paper test method and interview method,and analyzes the research status of mathematics learning disability and solid geometry learning disability through a large number of literatures.220 students from a senior middle school in Nanchang were surveyed on their study of solid geometry.Through the factor analysis of the questionnaire,it is found that the cognitive factors,psychological factors,learning habits factors,teaching factors and surface factors are the main influencing factors of the school students' solid geometry learning.So paying special attention to the five aspects of the work is the key to improve the efficiency of solid geometry content learning.In this paper,114 students in this school were tested on the stereoscopic geometry test paper,and the students' answers were analyzed hierarchically and the learning disabilities were analyzed by combining Kruteskii's three-stage problem solving theory and SOLO classification theory.The author conducted a targeted interview with teachers and students,concluding that cognitive barriers,psychologic a l barriers,learning habit barriers,teaching barriers and surface barriers are the five types of geometry learning obstacle for high school students.Among them,cognitive barriers include knowledge cognitive barriers such as spatial imagination ability,problemsolving strategies,knowledge understanding ability,logical reasoning ability and students' attitude cognition including interest,personal consciousness and confidenc e;psychological barriers include thinking set,problem solving mentality,langua ge expression ability and calculation ability;learning habits barriers include not forming a good habit of correction,review habits;teaching barriers mainly refer to the choice of teaching strategy and teacher guidance;surface barriers include students' learning initiative and students' learning environment.According to the analysis results of this paper,I provide some corresponding teaching Suggestions:(1)establish a reasonable teaching process of solid geometry,including returning to textbooks to promote the understanding of basic knowledge and improving classroom efficiency with the help of modern information technology;(2)pay attention to the problem solving general method induction and problem solving procedure specification,including the teaching process to pay attention to the problem solving general method induction of various types of questions and strengthen the threedimensional geometry problem solving standard;(3)attach importance to literacy cultivation and give play to the role of non-cognitive factors,including the literacy of map reading and drawing,and give full play to the positive role of non-cognitive factors.