Investigation And Analysis Of Solid Geometry Learning Status And Teaching Strategy Research For Critical Students Of High School Chinese Science And Mathematics

It is of great theoretical and practical value to study the complementarity between liberal arts thinking and science thinking in combination with high school mathematics learning.This is not only a research direction,but also an opportunity.Teachers should devote more energy to exploration and practice.In the process of learning,critical liberal arts students and critical science students have great potential for development,and doing their teaching well is the key to the success of secondary education.If teachers can strengthen the teaching of critical students of Arts and sciences,they can not only promote the overall development of high school education and teaching,explore a new mode of high school students' education,achieve the goal of high school teaching and training under the new situation,but also enable more students to stand out in the college entrance examination and achieve ideal results.In this paper,questionnaire survey,test(pre-test and post-test),case study,SPSS-based statistical analysis of data,teaching design and teaching experiments are used to investigate and analyze the current situation of solid geometry learning of critical students in high school physics and mathematics and to study teaching strategies.The results show that:(1)critical students of liberal arts mathematics and critical students of science mathematics have lower emotional attitudes towards learning solid geometry,and they show more prominent interest in learning than critical students of liberal arts mathematics;(2)critical students of mathematics generally believe that it is difficult to prove space in terms of mastering the content of solid geometry knowledge.The knowledge framework of solid geometry is difficult to be established because of the vertical line,line and surface,which is better mastered by the critical students of science mathematics;(3)Most critical students think that the amount of solid geometry homework and the difficulty of homework are moderate,but some critical students of liberal arts think that the teacher's after-school work is arranged by them.It is more difficult for students to study and have more homework after class.Comparatively speaking,critical students of science mathematics are better at using multiple solutions to a problem and drawing inferences from one another,while critical students of liberal arts mathematics are better at correcting errors and making notes after class summary than critical students of science mathematics.(4)Most critical students of mathematics are basically mastered under the guidance of teachers.At the same time,they also like teachers to use three-dimensional teaching model as teaching aids,and cooperate with moderninformation technology to carry out related assistant teaching.Compared with critical students in science,they do better;(5)Most critical students in mathematics do not do well in the test and evaluation of the effect of learning three-dimensional geometry.Mathematics critical students do better;(6)As far as the ability of learning solid geometry is concerned,most of the critical mathematics students have low ability.Compared with the critical students of liberal arts mathematics,the critical students of science mathematics have relatively higher ability in this respect,which is mainly reflected in their better performance in computing ability and practical ability,but the critical students of liberal arts mathematics are more careful.Based on the investigation and statistical analysis results of this subject and the comparative teaching experiment of the experimental class,the author puts forward some teaching suggestions from the teaching objectives,teaching design and teaching methods when teaching solid geometry knowledge to the critical students of liberal arts and science mathematics.