A Study On The Relationship Between The Ability To Pose Geometric Problems And The Ability Of Intuitive Imagination Of Senior Two Students

Intuitive imagination ability is conducive to students' perception of the essence of things,and the development of students' thinking ability.It's also an important means of cultivating creativity.There have been endless researches on the ability of intuitive imagination,and the scope of research has become wider and wider.The core literacy of mathematics is explored as a whole,but there are not many studies on the relationship between intuitive imagination and the ability to pose geometric problems.This article is a major research on the relationship between the ability to pose geometric problems and intuitive imagination ability of senior second-year students.On the basis of reference to domestic and foreign literature,using self-compiled geometric problem raising ability and intuitive imagination ability test papers,select a Qingdao city Four classes in the second grade of high school were used as research objects.The ability to pose geometric problems and intuitive imagination was investigated.Through statistical analysis,the following conclusions were drawn:(1)The ability of senior second-year students to pose geometric problems is still at a low level;there is no significant difference in gender,but there are significant differences in different subjects and different levels of mathematics.(2)The intuitive imagination ability of senior second-year students is still at an intermediate level;there are significant differences in gender,different subjects,and different performance levels.(3)There is a significant positive correlation between the ability of senior second-year students to pose geometric problems and intuitive imagination ability;the ability of senior second-year students to pose geometric problems has a significant positive correlation with intuitive imagination ability;the geometry of senior second-year students There is a significant positive correlation between the ability to ask questions and the dimensions of intuitive imagination;In different subjects and different levels of mathematics,this significant positive correlation is still maintained,but the correlation is different.(4)There are differences in the intuitive imagination ability of students with different geometric problems;the students' intuitive imagination ability in different geometric problems does not have significant differences in gender,but they exist in different subjects and mathematics performance levels.The different differences.(5)The non-standardized regression equation of the total ability(X)and the total intuitive imagination(Y)proposed by the geometric problem is: Y = 15.050 + 0.456 X.Based on the research in this article,the following suggestions are put forward.In teaching(1)Set up a variety of questions to improve the students' ability to pose geometric problems;(2)Professor the methods and techniques of raising mathematical problems,so that students can learn to pose mathematical problems;(3)Understand the students' ability to pose geometric problems and respect individuals Teach students in accordance with their aptitude;(4)Strengthen the training of drawing recognition and drawing,and cultivate the ability of intuitive imagination.