Research On The Cultivation Of High Schoolstudents’ Intuitive Imagination Literacy From The Perspective Of Visualization

The General High School Mathematics Curriculum Standards(2017 Edition,2020Revision)refers to intuitive imaginative literacy as the basis for exploring and forming arguments,reasoning,and constructing abstract structures.As one of the six core literacies,the importance of developing intuitive imagination literacy cannot be overstated.Many scholars have chosen to explore the teaching of three-dimensional geometry as an important vehicle for the development of intuitive imaginative literacy,but the specific proposed strategies and directions of integration are yet to be studied.Based on a large amount of literature,this study uses "three-dimensional geometry" as a knowledge carrier and employs questionnaires,interviews,data analysis,and case studies to explore strategies for developing intuitive imagination literacy from a visualization perspective.Firstly,we measured the current state of visual imagination literacy of second-year students in a high school and investigated students’ learning of three-dimensional geometry from a visualization perspective;we also interviewed teachers to understand the development of intuitive imagination in teaching,and analyzed the shortcomings of the development of intuitive imagination in the teaching of cubic geometry at the present stage.Secondly,according to the description of the connotation of intuitive imaginative literacy in the General High School Mathematics Curriculum Standards(2017 Edition,2020 Revision),the development of intuitive imaginative literacy is divided into two parts,"intuition" and "imagination",and the strategies are proposed.Propose strategies for the "intuitive" stage of development:(1)Create visual situations to enhance students’ perceptual representations;(2)Presenting diverse representations to help students form representations;(3)Teaching through static-motor interaction to help students perfect their representations.Strategies for developing the "imagination" stage:(1)To provide space for imagination through the creation of atmosphere;(2)Consolidate the knowledge base to build the bridge of imagination;(3)Flexible application of representations to explore problem-solving ideas.Finally,the strategies proposed in this study are used to provide case designs for teacher practice.