Investigation And Research On The Level Of Solid Geometry Thinking Of Senior One Students

Solid geometry,as one of the core contents of high school mathematics curriculum,it is the focus and difficulty of high school mathematics teaching.Fully understanding the development of students’ solid geometric thinking level is the key to improve teaching quality.At present,there are many middle schools in the urban-rural fringe in China,and the students’ solid geometric thinking level of these schools is more complicated compared with other schools.Besides,there are few surveys and studies related to solid geometric thinking level of the students in middle schools in the urban-rural fringe in the past.Based on the research background above,this paper combines the relevant contents and requirements of senior high school students’ solid geometric thinking level in the mathematics curriculum standard for senior high schools(2017 Edition,revised in 2020)to conduct the investigation and research on solid geometric thinking level of senior one students in the urban-rural fringe based on Van Hiele’s levels theory,explores the reasons that affect students’ solid geometric thinking level,and corresponding teaching suggestions are put forward.Firstly,202 students from four classes of senior one in a middle school in the urban-rural fringe of GZ are selected as the research subjects.In this research,tests,questionnaires and interview outline are adopted as main research instruments to investigate the current situation of students’ solid geometric thinking level.And the following conclusions are drawn:(1)Generally speaking,the average level of solid geometric thinking of overall students is 3.09(slightly higher than L3),and the number of students who reach L3 or above accounts for 72.82% of the total number,and the number of students who reach L4 accounts for 46.04% of the total number;(2)In terms of different genders,the overall boys’ solid geometric thinking level reaches L3,while the overall girls’ solid geometric thinking level reaches L2,and the mean value of the overall boys’ solid geometric thinking level is significantly higher than that of the overall girls,and there is a significant difference;(3)As for different regions,the overall urban students’ solid geometric thinking level reaches L3,and overall rural students’ solid geometric thinking level reaches L2.The mean value of overall urban students’ solid geometric thinking level is significantly higher than that of the overall rural students,and there is a obvious difference.(4)In the aspect of different classes,the solid geometric thinking level of students in physics class is significantly higher than that in history class;(5)Overall girls,overall rural students,rural students of history class,students of history class and students of ordinary classes belong to the group with weak solid geometric thinking level.Secondly,according to the results of the test of solid geometric thinking level and the investigation of students’ learning situation,combined with the interviews between teachers and students,it is concluded that the main reasons that affect the solid geometric thinking level of senior one students are as follows:(1)The students’ solid geometric thinking level is influenced by teachers’ teaching progress,the difficulty of teaching content,teaching methods and blackboard-writing display and so on;(2)Students’ own mathematical core literacy and mathematical ability produce certain influence on their solid geometric thinking level.Finally,according to the survey results,the following teaching suggestions are proposed:(1)Pay attention to the cultivation of students’ mathematical core literacy and mathematical ability;(2)Conduct teaching based on students’ different genders,regions and thinking levels;(3)Guide students to form good learning habits;(4)Make timely teaching adjustment according to the students’ learning feedback;(5)Design solid geometry exercises according to meet for the needs of students’ thinking development.