24231.初中生幾何思維水平調(diào)查研究——以三角形為例

1、IIIIII]llllllllUlllllUlllllllllllllllll|Y3258952’學(xué)棱t碼：10270“婁I；1州2學(xué)q：152502758上哆師范大墨碩士專業(yè)學(xué)位論文初中生幾何思維水平調(diào)查研究——以三角形為例學(xué)院：數(shù)理堂院專業(yè)學(xué)位類別：麴宣亟專業(yè)領(lǐng)域：堂抖麴堂(數(shù)堂2研究生姓名：筮壹酉指導(dǎo)教師：工璉完成日期：2Q】!生3縣ShanghaiNormalUniversityMasterofPhilosophyAbstrac

2、tAbstractGeometryisthekeyanddifficultpointforjuniorschoolmathematicsteaching，inmostofthetimeitneedstomakeatargetedteachingaccordingtostudents’thinkingfeaturesThepurposeofthisstudyistobetterunderstandthecharacteristicsofg

3、eometricthinkingofjuniorschoolstudentsinChinawithliterature，surveyandinterviewaccordingtotheVanHieletheoryasthetheoreticalframework，takingexampleforthetrianglegeometrythinkingleveltestsystem，throughtheanalysisoftestresul

4、tsandcombinedwiththestudentinterviews，drawthefollowingconclusions：(1)ThelevelofgeometricthinkingofjuniorhighschoolstudentsmainlyconcentratedinLevel2，level3andlevel4，level4atmostandlevellatleast；althoughmoststudentsreacht

5、helevel4butaccountedforonly346％ofthetotalnumber；thejumpphenomenonoccupies73％(2)Thereisnosignificantdifferencebetweenmaleandfemalestudentsinvisual，analysis，informaldeductionandformaldeduction(3)Thefirst，inthetotalscoreoft

6、hetest，level3，1evel4，thereweresignificantdifferencesduringthethreegradesbutnosignificantdifferenceinthelevel1；inthelevel2，therearesignificantdifferencesingradeoneandtheothers，buttherewasnosignificantdifferencebetweengrad

7、etwoandthegradethree(4)Therearesignificantdifferencesindifferentclassesinvisual，analysis，informaldeductionandformaldeduction(5)Characteristicsofstudentsateachlevelofthinking：Invisually，comparedtothehorizontalorverticaltr

8、ianglesstudentsontrianglerotatingacertainangleidentificationisweaker；Inanalysis，thegeometryteachinginjuniorschoolcanhelpstudentstogetthelevel2，whichistohelpthestudentsintheunderstandingofthecharacteristicsofgeometricalel

9、ements；Ininformaldeduction，studentsencounterdifficultieswhensolvingtheproblem，directlythroughtheobservationofgraphicdrawingconclusions；Informaldeduction，thelogicalreasoningofsimilartrianglesisthemostdifficultpartforstude