高中生立體幾何學習障礙及其對策分析
發(fā)布時間：2018-07-29 15:30
【摘要】：立體幾何是高中數(shù)學的重要內容,是在初中平面幾何的基礎上,進一步研究空間中點、線、面之間的關系。立體幾何是高中數(shù)學的重點和難點,也是歷年高考必考的內容。然而,從學生的實際學習情況得知,學生對立體幾何這部分內容的學習效果并不理想,主要表現(xiàn)在立體幾何的學習中,學生往往在面對具體問題時感到束手無策。那么學生在學習立體幾何時的學習態(tài)度如何;對立體幾何中涉及的基本概念、定理理解如何;對把握圖形的能力、幾何直觀與空間想象能力、邏輯推理能力如何,學生在立體幾何學習中究竟存在哪些障礙都是急需研究的問題。文本通過問卷調查與測試卷的形式對六安市某中學高二206名學生從學生學習立體幾何的態(tài)度、學生對立體幾何基本知識的掌握程度、學生對圖形的把握能力、學生對幾何語言的運用能力等方進行調研,發(fā)現(xiàn)學生立體幾何學習障礙主要分為三個方面:第一,認識障礙:立體幾何學習中在圖形的感知、定義定理的記憶和理解、思維判斷和空間圖形的想象等方面的障礙;第二,操作障礙:在知識的應用、證明方法和思路、定理以及思想方法的選擇和畫圖等方面的障礙;第三,情感障礙:情感是人們內心對外界事物所持的肯定或者否定,積極或者消極態(tài)度的體現(xiàn),包括態(tài)度的認知、情感和行為傾向三個方面的障礙。根據圍繞以上障礙分析了這些障礙產生的原因,并分別提出相應的解決對策。第一,認識障礙方面:夯實基礎知識,促進學生理解;加強初高中知識的銜接;規(guī)范語言教學,提高數(shù)學表達能力;切實了解學生現(xiàn)有認知結構和知識經驗水平。第二,操作障礙方面:重視數(shù)學思想方法的教學;逐步提高學生的空間想象能力;注重數(shù)學閱讀能力的培養(yǎng);第三,情感障礙方面:激發(fā)學生求知欲;幫助學生明確學習目的和計劃;良好和諧的師生關系。
[Abstract]:Stereoscopic geometry is an important content of high school mathematics. On the basis of the plane geometry of junior high school, the relationship between points, lines and surfaces in space is further studied. Three-dimensional geometry is the key and difficult point of high school mathematics. It is also the content of the entrance examination of the college entrance examination. However, from the actual study situation of the students, the students' study of this part of the three-dimensional geometry is learned. Learning effect is not ideal, mainly in the study of three-dimensional geometry, students often feel helpless in the face of specific problems. Then the students are learning how to learn the attitude of the three-dimensional geometry, the basic concepts involved in the stereoscopic geometry, the understanding of the theorem, the ability to grasp the graphics, the ability of geometric intuition and space imagination, logic. With the ability of reasoning, what are the obstacles that students need to study in the three-dimensional geometry learning are in urgent need of research. Through the form of questionnaire and test papers, the text of the 206 students in a secondary school in Lu'an is learning the stereoscopic geometry, the students' grasp of the basic knowledge of stereoscopic geometry, and the students' grasp of the graphics. Research on the students' ability to use geometric language and so on. It is found that the students' stereoscopic geometry learning barriers are divided into three main aspects: first, cognitive obstacle: the perception of graphics in stereoscopic geometry learning, the memory and understanding of the definition theorem, the thinking judgment and the imagination of space graphics, and the second, operation obstacle: in knowledge Application, proof of methods and ideas, theorems and the choice of ideas and methods of drawing and other obstacles; third, affective disorder: emotion is the positive or negative attitude of the people to the outside world, the embodiment of positive or negative attitude, including attitude, emotion and behavior tendency in three aspects. The causes of these obstacles are analyzed and the corresponding countermeasures are put forward respectively. First, understanding obstacles: tamping the basic knowledge, promoting students' understanding, strengthening the connection of the early and high school knowledge, standardizing the language teaching, improving the ability of mathematics expression, and understanding the existing cognitive structure and knowledge experience level of the students. Second, operation barriers: Pay attention to the teaching of mathematical thinking and methods; gradually improve the students' spatial imagination; pay attention to the cultivation of mathematical reading ability; third, emotional obstacles: arouse students' desire for knowledge; help students to clear their learning goals and plans; a good and harmonious relationship between teachers and students.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6
本文編號：2153128
[Abstract]:Stereoscopic geometry is an important content of high school mathematics. On the basis of the plane geometry of junior high school, the relationship between points, lines and surfaces in space is further studied. Three-dimensional geometry is the key and difficult point of high school mathematics. It is also the content of the entrance examination of the college entrance examination. However, from the actual study situation of the students, the students' study of this part of the three-dimensional geometry is learned. Learning effect is not ideal, mainly in the study of three-dimensional geometry, students often feel helpless in the face of specific problems. Then the students are learning how to learn the attitude of the three-dimensional geometry, the basic concepts involved in the stereoscopic geometry, the understanding of the theorem, the ability to grasp the graphics, the ability of geometric intuition and space imagination, logic. With the ability of reasoning, what are the obstacles that students need to study in the three-dimensional geometry learning are in urgent need of research. Through the form of questionnaire and test papers, the text of the 206 students in a secondary school in Lu'an is learning the stereoscopic geometry, the students' grasp of the basic knowledge of stereoscopic geometry, and the students' grasp of the graphics. Research on the students' ability to use geometric language and so on. It is found that the students' stereoscopic geometry learning barriers are divided into three main aspects: first, cognitive obstacle: the perception of graphics in stereoscopic geometry learning, the memory and understanding of the definition theorem, the thinking judgment and the imagination of space graphics, and the second, operation obstacle: in knowledge Application, proof of methods and ideas, theorems and the choice of ideas and methods of drawing and other obstacles; third, affective disorder: emotion is the positive or negative attitude of the people to the outside world, the embodiment of positive or negative attitude, including attitude, emotion and behavior tendency in three aspects. The causes of these obstacles are analyzed and the corresponding countermeasures are put forward respectively. First, understanding obstacles: tamping the basic knowledge, promoting students' understanding, strengthening the connection of the early and high school knowledge, standardizing the language teaching, improving the ability of mathematics expression, and understanding the existing cognitive structure and knowledge experience level of the students. Second, operation barriers: Pay attention to the teaching of mathematical thinking and methods; gradually improve the students' spatial imagination; pay attention to the cultivation of mathematical reading ability; third, emotional obstacles: arouse students' desire for knowledge; help students to clear their learning goals and plans; a good and harmonious relationship between teachers and students.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6
【參考文獻】
相關期刊論文 前10條
1 周曉雯;李歡;;數(shù)學學習障礙研究述評[J];綏化學院學報;2016年07期
2 馬蘭花;石學云;;2006年～2013年我國學習障礙研究熱點領域分析[J];中國特殊教育;2014年11期
3 張春華;;單招立體幾何教學問題分析及對策研究[J];教育教學論壇;2014年27期
4 傅欽志;;中職立體幾何教學難的成因分析及對策[J];職業(yè);2013年29期
5 薛海龍;;中學生數(shù)學學習障礙的文獻綜述及研究建議[J];中小學數(shù)學(初中版);2012年12期
6 王釗;肖宏治;;淺談數(shù)學教學中思維定勢與思維發(fā)散[J];長春理工大學學報;2012年06期
7 厲彥秀;;淺析中職立體幾何學習障礙及對策[J];吉林省教育學院學報(中旬);2012年06期
8 劉克江;;立體幾何學習中的心理障礙[J];衛(wèi)生職業(yè)教育;2011年06期
9 張德大;;中職生立幾學習中的常見錯誤分析及對策[J];中國農村教育;2009年11期
10 曹世國;;立體幾何入門——初學立體幾何的障礙及解決對策[J];中國西部科技;2008年12期
相關碩士學位論文 前3條
1 馬藹琳;高中生立體幾何學習障礙及對策的研究[D];上海師范大學;2011年
2 顏海林;試論中學生學習自我效能感的培養(yǎng)[D];華中師范大學;2006年
3 孫成群;關于高中數(shù)學立體幾何學習的研究與實踐[D];東北師范大學;2004年
，本文編號：2153128
本文鏈接：http://www.sikaile.net/zhongdengjiaoyulunwen/2153128.html
