Research On The Concept Of Solid Geometry Experiment Teaching For High School Mathematics Teachers

Experimental teaching refers to a kind of teaching activity in which teachers create problem situations and guide students to use teaching tools to observe,analyze and conclude in order to obtain a certain mathematical conclusion,solve a certain mathematical problem and guess.In the information age of the 21 st century,teaching methods have changed.Experimental teaching has entered into the mathematics subject,which has attracted the attention of many scholars.The application of information technology in middle school classroom has become a new teaching tool,which promotes the development of experimental teaching in mathematics.The content of solid geometry is an important part of high school curriculum,which is characterized by high abstraction and strong logic.It is believed that experimental teaching can stimulate students' interest in learning,deepen their understanding of knowledge and promote their all-round development.And the teaching concept is the important factor of teaching implementation,the good teaching concept provides the guidance for the good teaching implementation,urges the teaching implementation to complete well.Based on this,this research takes the solid geometry as the cut-in point,analyzes the teacher's solid geometry experimental teaching concept present situation,in what level,whether the teacher's characteristic variable has the influence to the solid geometry experimental teaching concept.In this study,quantitative research and qualitative analysis of the way to study.First of all,through combing the literature,clear the connotation of experimental teaching,further define the concept of teachers' three-dimensional geometry experimental teaching,and divide it into the cognitive dimension and the practical dimension.Secondly,according to the needs of the survey and the capacity of the assessment questionnaire,determine the corresponding items,the preparation of the questionnaire.Through expert consultation and prior investigation,we can understand the relevance,rationality and scientificity of the questionnaire.Finally,more than 200 teachers were tested and the results were statistically analyzed.The main results are as follows:First: Teachers have a higher cognition and a lower practice in the teaching concept of stereoscopic geometry experiment.In cognition,teachers pay more attention to the educational value of experimental teaching,and in practice,teachers are not optimistic about the operation despite the full preparation.Second: The dimension of cognition and practice is at a moderate level.Among them,the number of people at a higher level of cognition dimension is more than that at a higherlevel of practice dimension,and the number of people at a lower level of cognition dimension is less than that at a lower level of practice dimension.In addition,based on the level division of teaching concepts,the researchers divided the concept types of teachers into 9 types.Among them,the number of people who know moderate type and practice moderate type is the most,while the number of people who know high type and practice low type is the least.Third: Different characteristic variables have influence on the teaching concept of solid geometry experiment.There is no significant difference between the cognition and practice of educational variables,but teachers with higher educational background are more inclined to practice.The variables of teacher type have no difference in cognition and significant difference in practice,but pre-service teachers are more inclined to practice.The variables of normal university students have significant difference in cognition,but no difference in practice.The variables of teaching(practice)experience have no difference in cognition,and there is a significant difference in practice,and teachers with teaching(practice)experience have a lower tendency to practice.