[初三数学]九年级学生相似形概念的范希尔几何水平的调查.docVIP

九年级学生相似形概念的范·希尔几何水平的调查 目录 目录··················································1 摘要··················································2 1前言 1.1问题的提出 1.1.1 研究背景················································7 1.1.2 研究课题················································9 1.1.3 研究意义················································10 1.2 相关概念界定 1.2.1 相似形概念············································11 1.2.2 范希尔几何·············································11 1.3相关研究 2.1.1国外研究现状·····································14 2.1.2国内研究现状·····································15 2 研究对象与研究方法 2.1研究对象：九年级学生·······································16 2.2研究设计··············································16 2.3研究方法 2.3.1 文献资料法·············································18 2.3.2 专家访谈法·············································18 2.3.3 问卷调查法·············································18 2.3.4 数理统计法·············································18 2.3.5 逻辑分析法·············································18 3 调查研究 3.1 调查测试题目的编制 3.1.1 几何思维·········································19 3.1.1 范·希尔几何思维的五个水平·······················19 3.2 调查的实施过程···············································21 3.3 调查结果的数据整理和分析···································22 4 结论和教学建议 4.1 研究的主要结论········································24 4.2 教学建议··············································25 4.3研究不足···············································28 参考文献 附件 后记 摘要 几何教学是一门十分重要的教学课程，它有助于培养学生合理推理的思维习惯、有利于培养学生科学的世界观和理性精神、有利于培养学生严谨的数学精神、品质以及思想。但在实际的几何学习过程中，学生总是存在着各种各样的问题，导致对于几何的学习十分困难。范·希尔夫妇根据自身的几何教学经验以及学生在几何学习过程中所遇到的——几何教材所使用的语言与专业知识与学生思维水平不相符合的情况，结合皮亚杰的认知发展理论，最终他们在1957年发表的乌特勒克大学的博士论文上提出了范·希尔几何思维水平这样一个理论。该理论主要包括两个核心内容：一是学生的几个思维水平；二是与这样一个几何思维水平相对应的五个教学阶段。该理论在提出后，迅速被运用到苏联和美国的几何教学中，并取得了惊人的成果。发展到二十世纪八十年代，范·希尔几何思维水平逐渐成为几何教学研究的一个热点。即使是发展到21世纪的今天，范·希尔几何思维水平仍然具有相当大的研究价值和实用价值。因