本文關(guān)鍵詞： 立體圖形 立體圖形學習障礙 教學對策　出處：《華中師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：我們在圖形與幾何的教學中,往往更專注于培養(yǎng)學生推理能力,即把教學重心落在圖形的推理證明及其相關(guān)計算上,卻在不經(jīng)意間忽略了培養(yǎng)學生的空間想象力和圖形直觀能力,這就導致了對立體圖形教學的不重視。特別是隨著信息技術(shù)的發(fā)展,很多教師更是單純地認為立體圖形這部分內(nèi)容比較簡單,只要演示下多媒體課件就可以了,這樣就會在圖形教學中使學生失去了培養(yǎng)空間想象能力和圖形直觀能力的絕佳機會。本文在查閱文獻資料,掌握相關(guān)理論基礎(chǔ)的基礎(chǔ)上,對深圳羅芳中學七年級部分學生進行問卷調(diào)查、測試卷測試,并輔以訪談法；對該年級數(shù)學組六位數(shù)學教師進行問卷調(diào)查以獲得數(shù)據(jù)資料。通過上述調(diào)查結(jié)果的分析得出以下結(jié)論：七年級學生整體上對立體圖形的興趣、信心良好,感到圖形學習是有趣和愉快的；能認識到圖形與生活的聯(lián)系；不存在情緒情感等心理方面的障礙。這些都有利于學生將心理活動指向和集中在立體圖形學習上。同時,學生對立體圖形的學習存在障礙,最大的障礙是不能建立良好的空間觀念,立體感不足,具體表現(xiàn)在以下幾方面：(1)識圖障礙：識別圖形時,對立體圖形的形狀、位置、大小及關(guān)系等不能全面、正確地認識；(2)畫圖障礙：對呈現(xiàn)的空間或幾何體,畫出指定方向或角度的視圖上觀察方向或選取的角度不對,主要在左視圖上；(3)圖形關(guān)系理解障礙：對圖形組合體的組合規(guī)律的掌握和整體感知能力不足；(4)圖形構(gòu)造障礙：根據(jù)視圖還原幾何體,不能建構(gòu)或不能準確建構(gòu)幾何體；(5)圖形語言轉(zhuǎn)化文字語言障礙：不能準確用文字語言描述幾何體特征,對幾何體名稱的書寫不規(guī)范。在此基礎(chǔ)上,初步探討并提出幫助學生克服這些障礙的教學對策：(1)引導學生從現(xiàn)實世界中發(fā)現(xiàn)圖形及其廣泛運用,獲得圖形的感性經(jīng)驗；(2)注重學生的動手操作和數(shù)學交流,在觀察圖形、操作圖形、驗證想象、與老師或同學交流等大量活動的基礎(chǔ)上,積累相關(guān)圖形經(jīng)驗,發(fā)展自身空間觀念；(3)在實際操作之后,充分利用現(xiàn)代信息技術(shù),如PPT、幾何畫板等生動活潑地展示圖形；(4)根據(jù)學生空間想象能力強弱,有意識地滿足學生空間學習多樣化的需求等。希望能夠在立體圖形教學上給一線教師提供良好的借鑒。
[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.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：1496216