| As one of the six mathematical core literacy,intuitive imagination is an important ability for us to discover and solve mathematical problems,as well as the basic thinking for mathematical problem solving and logical reasoning.It not only plays a leading role in all kinds of geometry courses,but also plays an important role in functions and other reasoning content.The deficiency of the cultivation of the core accomplishment of visual imagination is one of the main reasons for the various problems in the students’ solid geometry learning in middle school.How to form and develop high school students’ visual imagination literacy is an urgent problem to be solved in cultivating and developing students’ visual imagination literacy.This paper focuses on the teaching research of high school solid geometry and aims to cultivate students’ core literacy of visual imagination,and tries to solve the problems of students’ solid geometry learning obstacle and cultivation of core literacy of visual imagination.The paper is mainly divided into five parts.The first part introduces the research background,problems,methods and significance of the paper.The second part discusses and analyzes the research status at home and abroad as well as the relevant educational concepts and teaching tools that will be used in this paper by means of literature method.The third part investigates students’ solid geometry learning,existing problems and intuitive imagination literacy through questionnaire,student test paper and teacher interview.The main conclusions are as follows: First of all,students’ geometric intuitive level mainly focuses on level 1 and Level 2,with the former accounting for a little more and a few in Level 3.The overall geometric intuitive level is not ideal.Secondly,there are many problems in the learning process of solid geometry,including insufficient spatial imagination ability,drawing ability to be improved,problems solving difficulties,problems solving ideas need to be optimized,etc.Finally,the questions that students are not good at reflect the weakness of students’ spatial imagination ability and drawing ability,as well as the poor memory of past knowledge.The fourth part of the third part of the teaching status quo and teaching problems put forward the relevant teaching strategies and programs.It mainly includes: taking students as the main body,advocating inquisitive teaching,constructing model scenes,showing intuition in scenes,leading students to experience the thinking process of solving problems,improving teaching content,strengthening drawing training,and appropriately using information technology to assist teaching;Finally,the fifth part firstly studies the difference between the old and new textbooks of Beijing Normal University,realizes how to carry out solid geometry teaching under the new curriculum standard from the change of textbooks,and then combines the conclusion of the previous chapter with "solid geometry preliminary" as an example to carry out practical teaching design. |
