直线与平面位置关系概念发展研究

本研究采用纵向、横向比较方式，通过定量分析法研究初一、初二、初三、高一四个年级男女学生获得直线和平面垂直，直线和平面平行概念的直观水平、表象水平、抽象概括水平三个层次的特点，探索学生获得空间概念的规律。研究结论为：(1)直线与平面垂直概念发展特点：对于直线与平面垂直概念，初一、初二、初三、高一四个年级学生理解此概念属于直观水平的基本掌握阶段、表象水平的初步掌握阶段、抽象概括水平的未掌握阶段。四个年级男生总体和四个年级女生总体之间对概念理解不存在显着差异。(2)直线与平面平行概念发展特点：对于直线与平面平行概念，初一、初二、初三、高一四个年级学生理解此概念属于直观水平的基本掌握阶段、表象水平的基本掌握阶段、抽象概括水平的未掌握阶段。四个年级男生总体和四个年级女生总体之间对概念理解不存在显着差异。(3)对于直线与平面垂直及直线与平面平行两概念，学生的理解按照由具体到抽象过程发展。

This research studies the features of intuitive level， the image level and the abstract level of school boys and school girls' attaining the concepts of straight line perpendicular to the plane and straight line parallel to the plane (from junior Grade 1 to senior Grade 1) through quantitative analysis by adopting vertical and horizontal comparison. The results of the study show that: (1) The features of the development of the concept…‘straight line perpendicular to the plane’: For this concept， the students of junior Grade 1， Grade 2， Grade3 and senior Grade 1 are at the initial-grasping stage of intuitive level， the embryonic stage of image level and the non-grasping stage of abstract level. On understanding this concept， there aren't significant statistical differences between school boys and school girls of the four grades as a whole. (2) The features of the development of the concept… ‘straight line parallel to the plane’: For this concept， the students of junior Grade 1， Grade 2， Grade 3 and senior Grade 1 are at the initial-grasping stage of intuitive level and image level， non-grasping stage of abstract level. On understanding this concept， there aren't significant statistical differences between school boys and school girls of four grades as a whole. (3) For these two concepts， the understanding of students advances from figurative thinking to abstract logical thinking.