Investigation And Research On The Status Quo Of Junior High School Students' Geometric Intuitive Ability

The Mathematics Curriculum Standard for Compulsory Education promulgated in 2011 puts forward "geometric intuition" as the core concept for the first time,and requires teachers to pay attention to the cultivation of students' geometric intuition ability in the process of education and teaching.Geometric intuitive ability plays a key role in students' junior high school mathematics learning,but there are relatively few investigations on the current situation of junior high school students' geometric intuitive ability.Therefore,this paper mainly investigates the current situation of junior high school students' geometric intuitive ability,analyzes it from different dimensions,and puts forward practical teaching suggestions that are helpful for front-line teaching.This study mainly adopts literature research,investigation(interview,test)and statistical analysis.Firstly,literature analysis is used to sort out the related literature of geometric intuition,sort out the research on the development of geometric intuition at home and abroad,and define the concepts of "geometric intuition" and "geometric intuition ability";On the basis of the definition of related concepts,compile the test questions on the status quo of geometric intuitive ability,and modify the test questions by visiting the opinions of front-line teachers;The validity and reliability of the test questions are tested by SPSS software,and then the students' geometric intuitive ability is tested by the test questions Finally,based on the investigation status of junior high school students' geometric intuitive ability,this paper makes research and analysis,and puts forward training suggestions to provide reference for the implementation of specific teaching and the design of homework questions.Through the test,it is found that:(1)junior high school students have good geometric intuition ability,but there is still much room for improvement;(2)Most students' geometric intuitive ability has reached the dimension of forming graphics.Some students have strong ability to use graphics to describe problems,but very few students can skillfully use graphics to analyze problems;(3)The scores of students in the three content dimensions are 0.52,0.85 and 0.75,respectively,which shows that students' mastery of knowledge in "figure and geometry" and "probability and statistics" is better than that in "number and algebra".Through interviews with front-line teachers,it is found that:(1)the level of geometric intuition is related to the difficulty of students' mathematics learning;(2)Most students' geometric intuitive ability still stays at the level of describing problems with graphics;(3)The premise of improving students' geometric intuitive ability is to make students interested and learn actively;(4)It is still difficult for students to use graphics to analyze problems;(5)We should pay attention to the ideological method of "combining numbers with shapes" in teaching.After research and analysis,the following three suggestions are given:first,from the perspective of students,students should operate and feel intuitively;Second,from the perspective of teachers' classroom design,we should use tools and display them intuitively;Third,from the perspective of daily teaching,we should pay attention to classroom penetration,so that students can master methods.