| Mathematical culture has been developing continuously since ancient times,and geometry,as an important branch of it,has brought the "abstraction" of shape to its extreme.The geometry course has undergone many times of reforms and opened up a magnificent path.A good study of solid geometry can cultivate students’ core qualities in many aspects.At the same time,solid geometry is one of the important contents in the high school stage.Both the curriculum standards and the college entrance examination papers put solid geometry in an important position,and solid geometry is also an important part for students in the third stage of high school.However,judging from the learning situation of high school students,the effect is not ideal.The students feel powerless in the study of solid geometry,and the reaction is that they have no ideas to do the questions and use the theorems in a mess.Therefore,students’ obstacles in learning solid geometry require teachers to think about,and then give guidance to future teaching.This article first studies the development process of three-dimensional geometric obstacle analysis through literature,and conducts in-depth research through questionnaires,test papers and interviews.Designing three-dimensional geometric questionnaires and test papers for high school students in Yantai City in terms of mathematics level,learning attitude and interest,understanding of basic concepts and theorems,drawing ability,geometric intuition and spatial imagination,language expression,logical reasoning,and thinking After investigating the situation and external environment,after data processing,the factors were extracted,and the following obstacles were obtained:(1)Cognitive obstacles: that is,there are problems with the knowledge structure of solid geometry;(2)Application obstacles: in recognizing pictures,There are problems in solving problems,etc.,which cannot be applied well.(3)Obstacles to calculation: Can not calculate correctly when using space vectors to solve geometric problems,and cannot understand the essence of new calculations.(4)Affective obstacles: obstacles in learning interest,confidence,attitude and other aspects of solid geometry.Focusing on the above obstacles,SPSS was used to perform factor analysis on the questionnaire data,and EXCEL was used for statistical analysis of the data,combined with Kruzetsky’s SOLO classification theory to analyze the learning disabilities of students’ answer sheets,and targeted interviews with some students and teachers.,Analyzed the causes of these obstacles,and proposed corresponding solutions.First,in terms of cognitive barriers: change in teaching,pay attention to variable teaching,grasp the direction of three-dimensional geometry,flexible use of geometric models,attach importance to the connection of plane geometry,and pay attention to the level of students’ cognitive structure.Second,the application obstacles: attach importance to students’ application of solid geometry knowledge,attach importance to students’ mathematical thinking methods,attach importance to the cultivation of students’ core literacy,attach importance to students’ problemsolving steps and operating processes;Thirdly,in terms of operational obstacles:Emphasize the development of basic operations,allowing students to grasp the essence of operations and understand the nature of operations.Fourth,emotional barriers: to enhance students’ interest in learning,use physical demonstrations to improve classroom efficiency,design my puzzle column in the guidance plan,interact with students,and reduce students’ learning pressure.According to the analysis of obstacles,targeted teaching countermeasures were obtained,and a case study of "Nature of Regular Tetrahedron" was carried out.From the perspective of teacher teaching,teachers should pay attention to the transition and connection of junior high school geometry,pay attention to the core literacy of students,and pay attention to the process of solving problems and the types of inductive problems.From the perspective of student learning,students should focus on developing good study habits,preparing for class,thinking during class,and training after class should strengthen the learning literacy of drawing and drawing.Through the feedback of the lesson examples,the students’ thinking about the problems is deepened in the guidance of the problem string,and at the same time,the application of variant teaching strengthens the students’ application development.The above countermeasures can help high school students learn solid geometry knowledge,improve the comprehensive application ability and core literacy of solid geometry,and hope to provide references for teachers. |
