高中生空间想象能力对几何阅读理解的影响

发布时间：2018-08-08 13:18

【摘要】：从1953年颁布《大纲》到现在2013年《普通高中数学课程标准》,空间想象能力是重要因素之一。从一定意义上说,学生空间想象能力偏低会造成几何学习的困难。因此,研究空间想象能力对几何阅读理解有怎样的影响是对数学教学研究领域的一个补充。目前我国部分学者对数学阅读、空间想象能力、几何方面都进行了研究,但关于几何阅读方面的研究比较少,有关空间想象能力与几何阅读理解关系的研究更少。通过问卷调查对学生在几何阅读理解方面的基本情况进行了解,然后用空间想象能力测试题和几何阅读理解测试题进行具体调查,从折叠、展开、旋转3方面的测试成绩反映学生空间想象能力高低,从平面几何、解析几何、立体几何阅读理解题的测试成绩反映学生几何阅读理解强弱,最后分析数据研究空间想象能力对几何阅读理解的影响,并得出以下结论。(1)重点中学、普通中学与私立中学在几何阅读理解有显著性差异,且重点中学、普通中学高于私立中学;(2)几何阅读理解在高一、高二年级存在显著性差异;(3)学生在几何方面的课外阅读不容乐观;(4)空间想象能力在性别上有显著差异,几何阅读理解在性别上无显著差异;(5)空间想象能力的折叠、旋转、展开对平面几何、解析几何、立体几何的阅读理解存在显著的正向影响,大部分存在中等程度的正相关关系;(6)空间想象能力好的几何阅读成绩不一定高但不会最低,空间想象能力差的几何阅读成绩不会高,几何阅读成绩高的空间想象能力测试成绩不会低,几何阅读成绩低的空间想象能力测试成绩不会最高。最后结合教学,提出了通过提高学生空间想象能力从而提高学生几何阅读理解的培养策略。
[Abstract]:From the promulgation of syllabus in 1953 to the present Mathematics Curriculum Standard of Senior High School in 2013, spatial imagination is one of the important factors. In a sense, students' low spatial imagination will cause difficulties in geometry learning. Therefore, the study of the influence of spatial imagination on geometric reading comprehension is a supplement to the field of mathematics teaching and research. At present, some scholars in our country have done research on mathematical reading, spatial imagination and geometry, but there are few researches on geometric reading, and less on the relationship between spatial imagination and geometric reading comprehension. Through the questionnaire survey to understand the basic situation of the students in geometric reading comprehension, and then use the spatial imagination ability test and geometric reading comprehension test to carry out a specific investigation, from folding, starting, The test results in three aspects of rotation reflect the students' spatial imagination ability, and the reading comprehension scores of plane geometry, analytic geometry and solid geometry reflect the students' understanding of geometric reading. Finally, the paper analyzes the effect of spatial imagination on geometric reading comprehension, and draws the following conclusions. (1) there are significant differences in geometric reading comprehension between key middle school, general middle school and private middle school, and key middle school. General middle school is higher than private middle school; (2) there is significant difference in geometric reading comprehension in grade one and grade two; (3) students' reading after class in geometry is not optimistic; (4) spatial imagination has significant difference in gender. (5) the folding, rotation and expansion of spatial imagination have significant positive effects on the reading comprehension of plane geometry, analytic geometry and solid geometry. Most of them have moderate positive correlation. (6) the geometric reading scores with good spatial imagination ability are not necessarily high but not the lowest, and the geometric reading scores with poor spatial imagination ability are not high. The results of the space imagination ability test with high geometric reading scores are not low, and the space imagination ability test results with low geometric reading scores will not be the highest. Finally, combining with teaching, the paper puts forward the training strategy of improving students' understanding of geometric reading by improving students' spatial imagination ability.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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