本文關(guān)鍵詞： 新課標(biāo) 立體幾何 畫(huà)圖和識(shí)圖 教學(xué)策略　出處：《魯東大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：教育部在2003年頒布《普通高中數(shù)學(xué)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》（以下簡(jiǎn)稱(chēng)“新課標(biāo)”），自此中學(xué)數(shù)學(xué)課程改革進(jìn)入了新階段。新課標(biāo)進(jìn)一步明確了立體幾何教學(xué)的具體任務(wù)，即“培養(yǎng)發(fā)展學(xué)生的空間想象能力、推理論證能力、運(yùn)用圖形語(yǔ)言進(jìn)行交流的能力以及幾何直觀的能力”。新課標(biāo)教學(xué)內(nèi)容的設(shè)計(jì)遵循從整體到局部，從具體到抽象的原則，強(qiáng)調(diào)借助實(shí)物模型，通過(guò)整體觀察，直觀感知，操作確認(rèn)，思辯論證，度量計(jì)算，引導(dǎo)學(xué)生多角度、多層次地揭示空間圖形的本質(zhì)；重視合情推理與邏輯推理的結(jié)合，注意適度形式化，發(fā)展空間想象能力。培養(yǎng)學(xué)生幾何學(xué)習(xí)的興趣，增進(jìn)學(xué)生對(duì)幾何本質(zhì)的理解是立體幾何教學(xué)的關(guān)鍵。畫(huà)圖和識(shí)圖教學(xué)是學(xué)習(xí)立體幾何的基礎(chǔ)，是教學(xué)的重點(diǎn)和難點(diǎn)。 畫(huà)圖能力是把平面圖形轉(zhuǎn)成直觀形象的過(guò)程，識(shí)圖能力就是把平面或空間圖形所代表的圖形語(yǔ)言，轉(zhuǎn)化成符號(hào)語(yǔ)言和文字語(yǔ)言的能力。從某種意義上說(shuō)立體幾何學(xué)習(xí)過(guò)程就是一個(gè)數(shù)學(xué)識(shí)圖的過(guò)程。學(xué)生從平面幾何的學(xué)習(xí)轉(zhuǎn)入立體幾何的學(xué)習(xí)需要過(guò)渡，這一過(guò)程始于畫(huà)圖和識(shí)圖教學(xué)。因此，研究學(xué)生學(xué)習(xí)立體幾何過(guò)程中的圖形感知、識(shí)別障礙，幫助他們克服困難，會(huì)有效地促進(jìn)學(xué)生的立體幾何學(xué)習(xí)。本文以培養(yǎng)學(xué)生畫(huà)圖識(shí)圖能力為著眼點(diǎn)，通過(guò)加深學(xué)生對(duì)幾何體的點(diǎn)、線、面以及部分與整體的關(guān)系的理解，培養(yǎng)學(xué)生掌握畫(huà)圖規(guī)則，弄清畫(huà)法原理，訓(xùn)練基本作圖能力。通過(guò)問(wèn)卷、測(cè)試和訪談對(duì)學(xué)生立體幾何圖形感知障礙進(jìn)行調(diào)查，從中我們得到重要信息就是：部分學(xué)生畫(huà)圖識(shí)圖能力薄弱（包括不會(huì)畫(huà)簡(jiǎn)單的立體圖形、畫(huà)圖識(shí)圖習(xí)慣不好、沒(méi)有直觀圖和三視圖的作圖概念等），空間想象能力和空間觀念缺失，空間點(diǎn)、線、面之間位置關(guān)系的錯(cuò)誤判斷、初中幾何知識(shí)的負(fù)遷移以及其他畫(huà)圖和識(shí)圖問(wèn)題都或多或少地影響立體幾何學(xué)習(xí)。本文在調(diào)查研究的基礎(chǔ)上對(duì)幾何教學(xué)提出相應(yīng)的教學(xué)策略：立體幾何教學(xué)要重視基礎(chǔ)圖形的教學(xué)，培養(yǎng)學(xué)生的良好畫(huà)圖習(xí)慣；通過(guò)細(xì)心觀察周?chē)ㄖ蜕磉呂矬w，借助實(shí)物模型和動(dòng)手操作，，培養(yǎng)學(xué)生的幾何直觀能力；運(yùn)用計(jì)算機(jī)軟件的圖形演示功能，增加學(xué)生圖形感；強(qiáng)化知識(shí)的正遷移，增強(qiáng)立體幾何的學(xué)習(xí)能力。
[Abstract]:In 2003, the Ministry of Education promulgated the Mathematics Curriculum Standard of General Senior High School (Experimental draft) (hereinafter referred to as "New Curriculum Standard"). Since then, the middle school mathematics curriculum reform has entered a new stage. The new curriculum standard further clarifies the specific task of solid geometry teaching, that is, "to develop students' ability of spatial imagination and reasoning and argumentation". The teaching content of the new curriculum standard follows the principle of from whole to part, from concrete to abstract, and emphasizes the aid of physical model and the whole observation. Intuitionistic perception, operation confirmation, argumentation, measurement and calculation, guide students to reveal the essence of spatial graphics from different angles and levels; Attach importance to the combination of reasonable reasoning and logical reasoning, pay attention to the appropriate formalization, develop the ability of spatial imagination, and cultivate students' interest in geometry learning. To improve students' understanding of the essence of geometry is the key to the teaching of solid geometry. Drawing and graphics teaching are the basis of learning solid geometry and are the emphasis and difficulty of teaching. Drawing ability is the process of transforming plane graphics into visual images, and the ability to recognize drawings is the graphic language represented by plane or spatial graphics. In a sense, the learning process of solid geometry is a process of mathematical graph recognition. Students need to transition from plane geometry to solid geometry. This process begins with drawing and graphics teaching. Therefore, the study of students in the process of learning three-dimensional geometry graphics perception, identify obstacles, help them overcome the difficulties. This paper focuses on the cultivation of students' ability of drawing graphics, through deepening the students' understanding of the points, lines, surfaces and the relationship between part and whole of geometry. To train students to master drawing rules, understand the principles of painting, train the basic ability of drawing. Through questionnaires, tests and interviews to investigate the perception of students three-dimensional geometry obstacles. From which we get the important information: some students are weak in drawing graphics (including the ability to draw simple three-dimensional graphics, drawing habits, no intuitive drawing and three-view drawing concept, etc.). The spatial imagination ability and the spatial concept lack, the spatial point, the line, the plane between the position relations mistake judgment. The negative transfer of geometry knowledge in junior high school and other drawing and mapping problems have more or less influence on the learning of solid geometry. Based on the investigation and research, this paper puts forward the corresponding teaching strategies for geometry teaching. The teaching of solid geometry should pay attention to the teaching of basic graphics. Cultivate students' good drawing habits; Through careful observation of the surrounding buildings and objects, with the help of the physical model and hands-on operation, the students' geometric intuitive ability is trained. Using the graphic demonstration function of computer software to increase the students' sense of graphics; Strengthen the positive transfer of knowledge and enhance the learning ability of solid geometry.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.6

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