范希尔理论下八年级学生几何思维水平现状研究
发布时间：2019-04-26 15:21
【摘要】：图形与几何是初中数学课程的四个部分之一,几何教学是初中数学教师面临的一大挑战,因为此处是教学的重点,也是学生学习时的最大难点。数学课程标准也一再对几何部分的教学设计和教学要求进行改动,把重点放在培养学生的空间观念、几何直观和推理能力上。学生思维发展的差异也从学习几何后变得极其明显,有很多学生对几何部分学的不好,因此对数学的学习失去了信心,甚至是厌学。所以教师的几何教学设计就显得尤为重要,而范希尔的几何思维水平理论则是现在几何教学中比较成熟的理论。本文意在用范希尔几何思维水平理论编制试卷,抽取内蒙古自治区两所初中八年级学生为研究对象,调查分析八年级学生的几何思维水平达到什么程度,并通过访谈和问卷调查来了解学生在几何学习中遇到的问题。通过研究发现:内蒙古自治区赤峰市两校八年级640名学生的几何思维水平测试结果来看,能达到5—水平的有58人,占总数的9%。仅达到4—水平的有128人,占总数的20%。仅达到3—水平的有275人,占总数的43%。仅达到2—水平的有128人,占总数的20%。仅达到1—水平的有51人,占总数的8%。学生的几何思维发展情况不好,也就是说在几何教学中教师没有很好的帮助学生向高水平过渡。
[Abstract]:Figure and geometry are one of the four parts of mathematics course in junior middle school. Geometry teaching is a great challenge for junior middle school mathematics teachers because it is the focus of teaching and the most difficult point for students to learn. Mathematics curriculum standards have also repeatedly changed the teaching design and teaching requirements of geometry, focusing on the cultivation of students' spatial concept, geometric intuition and reasoning ability. The difference in the development of students' thinking has also become very obvious after learning geometry. Many students are not good at geometry, so they have lost confidence in the study of mathematics, and even are tired of learning. Therefore, the teacher's geometry teaching design is very important, and van Hill's geometry thinking level theory is the more mature theory in the present geometry teaching. The purpose of this paper is to draw up the test paper with the theory of Van Hill's geometric thinking level, and take the eighth grade students from two junior middle schools in Inner Mongolia Autonomous region as the research object, and investigate and analyze the degree of geometric thinking level of the eighth grade students. And through interviews and questionnaires to understand the students in geometry learning encountered problems. According to the results of the geometric thinking test of 640 students in Grade 8 of Chifeng City, Inner Mongolia Autonomous region, 58 students (9% of the total) could reach the 5-level. Only 4-level of 128 people, accounting for 20% of the total. At just 3-level, 275 people, or 43% of the total. Only 128 people, or 20% of the total, reached the 2-level. Only 51 people reached the 1-level, or 8% of the total. The development of students' geometry thinking is not good, that is, in geometry teaching, teachers can not help students to transition to a high level.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2466186
[Abstract]:Figure and geometry are one of the four parts of mathematics course in junior middle school. Geometry teaching is a great challenge for junior middle school mathematics teachers because it is the focus of teaching and the most difficult point for students to learn. Mathematics curriculum standards have also repeatedly changed the teaching design and teaching requirements of geometry, focusing on the cultivation of students' spatial concept, geometric intuition and reasoning ability. The difference in the development of students' thinking has also become very obvious after learning geometry. Many students are not good at geometry, so they have lost confidence in the study of mathematics, and even are tired of learning. Therefore, the teacher's geometry teaching design is very important, and van Hill's geometry thinking level theory is the more mature theory in the present geometry teaching. The purpose of this paper is to draw up the test paper with the theory of Van Hill's geometric thinking level, and take the eighth grade students from two junior middle schools in Inner Mongolia Autonomous region as the research object, and investigate and analyze the degree of geometric thinking level of the eighth grade students. And through interviews and questionnaires to understand the students in geometry learning encountered problems. According to the results of the geometric thinking test of 640 students in Grade 8 of Chifeng City, Inner Mongolia Autonomous region, 58 students (9% of the total) could reach the 5-level. Only 4-level of 128 people, accounting for 20% of the total. At just 3-level, 275 people, or 43% of the total. Only 128 people, or 20% of the total, reached the 2-level. Only 51 people reached the 1-level, or 8% of the total. The development of students' geometry thinking is not good, that is, in geometry teaching, teachers can not help students to transition to a high level.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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