初中生三角形,四边形概念学习的几何思维水平浅析.pdfVIP

论 文 摘 要 范希尔理论的五个思维水平不但可作为诊断学生几何思维水平的评估指标，还 可以作为设计教学目标与任务的参考。作为一线数学教师，笔者认为无论是对学生 的几何思维水平的评估，还是对教学目标和任务的设计，最终都是要落到促进学生 的几何学习这个出发点上。 所以，在本研究中，笔者把目光锁定在对学生的学习研究上。本研究将范希尔理 论作为研究的重要理论依据，参照赫尔莫斯、莫雷的相关研究，设计了评价学生三 角形和四边形概念学习的几何思维水平的问卷，对所在学校的三个年级共计 116 名 学生进行了问卷调查，通过问卷调查了解到： 1、各个年级的初中生在三角形概念学习中的几何思维水平分布； 2、各个年级的初中生在四边形概念学习中的几何思维水平分布； 3、初中生在三角形概念学习中的几何思维水平的提升与在四边形概念学习中的 几何思维水平的提升具有相关性。 关键词：几何 范希尔理论 概念学习 几何思维水平 三角形 四边形 I ABSTRACT Van Hill theory five level of thinking not only can be used as a diagnostic geometry students thinking of evaluation indexes, but also can be used as a reference design teaching goals and tasks. As a mathematics teacher, the author believes that both the students and the geometric thinking level assessment, or to the teaching goal and task design, eventually you have to fall to promote students learning geometry this starting point. From geometry to learn geometry, as teachers, the writer lock in the eyes of students learning research. This study will van Hill theory as the important theoretical basis, with reference to Hull Moss, Moreys related research, design a student evaluation of the triangle and quadrilateral concept learning geometry thinking level questionnaire, to the schools three grade 116 students conducted a questionnaire survey, through the questionnaire survey to the: In 1, various grades of junior high school students in the triangle in the concept learning geometry thinking level distribution; In 2, various grades of junior high school students in the parallelogram concept learning in geometric thinking level distribution; In 3, junior high school students in the triangle in the concept learning geom