七年级学生立体图形学习障碍的研究

发布时间：2018-02-08 20:36

本文关键词： 立体图形立体图形学习障碍教学对策　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：我们在图形与几何的教学中,往往更专注于培养学生推理能力,即把教学重心落在图形的推理证明及其相关计算上,却在不经意间忽略了培养学生的空间想象力和图形直观能力,这就导致了对立体图形教学的不重视。特别是随着信息技术的发展,很多教师更是单纯地认为立体图形这部分内容比较简单,只要演示下多媒体课件就可以了,这样就会在图形教学中使学生失去了培养空间想象能力和图形直观能力的绝佳机会。本文在查阅文献资料,掌握相关理论基础的基础上,对深圳罗芳中学七年级部分学生进行问卷调查、测试卷测试,并辅以访谈法；对该年级数学组六位数学教师进行问卷调查以获得数据资料。通过上述调查结果的分析得出以下结论：七年级学生整体上对立体图形的兴趣、信心良好,感到图形学习是有趣和愉快的；能认识到图形与生活的联系；不存在情绪情感等心理方面的障碍。这些都有利于学生将心理活动指向和集中在立体图形学习上。同时,学生对立体图形的学习存在障碍,最大的障碍是不能建立良好的空间观念,立体感不足,具体表现在以下几方面：(1)识图障碍：识别图形时,对立体图形的形状、位置、大小及关系等不能全面、正确地认识；(2)画图障碍：对呈现的空间或几何体,画出指定方向或角度的视图上观察方向或选取的角度不对,主要在左视图上；(3)图形关系理解障碍：对图形组合体的组合规律的掌握和整体感知能力不足；(4)图形构造障碍：根据视图还原几何体,不能建构或不能准确建构几何体；(5)图形语言转化文字语言障碍：不能准确用文字语言描述几何体特征,对几何体名称的书写不规范。在此基础上,初步探讨并提出帮助学生克服这些障碍的教学对策：(1)引导学生从现实世界中发现图形及其广泛运用,获得图形的感性经验；(2)注重学生的动手操作和数学交流,在观察图形、操作图形、验证想象、与老师或同学交流等大量活动的基础上,积累相关图形经验,发展自身空间观念；(3)在实际操作之后,充分利用现代信息技术,如PPT、几何画板等生动活泼地展示图形；(4)根据学生空间想象能力强弱,有意识地满足学生空间学习多样化的需求等。希望能够在立体图形教学上给一线教师提供良好的借鉴。
[Abstract]:In the teaching of graphics and geometry, we tend to focus more on developing students' reasoning ability, that is, focusing on the reasoning proof of graphics and its related calculations. But inadvertently neglected to cultivate students' spatial imagination and graphic intuitive ability, which led to the lack of attention to three-dimensional graphics teaching, especially with the development of information technology, Many teachers simply think that this part of the three-dimensional graphics is relatively simple, as long as the demonstration of the multimedia courseware can be done. In this way, the students will lose the excellent opportunity to cultivate their spatial imagination ability and graphic intuitive ability in graphic teaching. This paper, on the basis of consulting the literature and mastering the relevant theoretical basis, The seventh grade students of Shenzhen Luofang Middle School were investigated with questionnaire, test paper and interview. A questionnaire survey was conducted among the six mathematics teachers of the grade group to obtain the data. Through the analysis of the above survey results, the following conclusions are drawn: the seventh grade students have good confidence in the stereoscopic graphics as a whole. Feel that graphics learning is fun and enjoyable; can recognize the relationship between graphics and life; there are no emotional and psychological barriers. These help students to focus their mental activities on three-dimensional graphics learning. At the same time, There are obstacles in students' learning of stereoscopic graphics. The biggest obstacle is that they cannot establish a good concept of space and lack of stereosyncrasies, which can be manifested in the following aspects: the shape and position of stereoscopic graphics. Size and relationship are not comprehensive, correct understanding of the painting obstacles: for the presentation of space or geometry, the view of the specified direction or angle of view or the selection of the angle is not right, It is mainly on the left view that there are 3) obstacles to understand the relationship between graphics: (4) lack of the ability to grasp the law of the combination of graphics and overall perception; 4) obstacles of graphic construction: according to the view to restore geometry, Graphic language can not be constructed or can not be accurately constructed geometric language conversion language obstacles: can not accurately describe geometric features, geometric name writing is not standard. On this basis, The teaching countermeasures to help students overcome these obstacles are preliminarily discussed and put forward. (1) to guide students to discover graphics and their extensive use from the real world, and to gain perceptual experience of graphics. (2) to pay attention to students' hands-on operation and mathematical communication, and to observe graphics. On the basis of a large number of activities, such as operating graphics, verifying imagination, communicating with teachers or classmates, accumulating relevant graphic experience, and developing one's own concept of space, one can make full use of modern information technology after practical operation. For example, PPT4 display graphics vividly according to students' spatial imagination ability and consciously meet the needs of students' spatial learning diversification. It is hoped that it can provide a good reference for first-line teachers in the teaching of stereoscopic graphics.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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