研究不同教学方法对学生空间能力和三维几何思维的影响
1Faculty of Teacher Development, Shaanxi Normal University, Xi'an, China.
Frontiers in psychology
|March 2, 2026
概括
这项研究发现,虽然GeoGebra和手势提高了空间能力,但没有一种单一的教学方法是优越的. 最初的空间能力比STEM教育的教学方法更能显著预测结果.
科学领域:
- 认知心理学 认知心理学
- 在STEM教育方面.
- 教育技术的教育技术.
背景情况:
- 空间能力对于STEM成功至关重要.
- 三维几何思维是空间能力的关键组成部分.
- 很少有研究探讨教学方法对空间技能和3D几何思维的影响.
研究的目的:
- 研究GeoGebra和手势对空间能力和3D几何思维的影响.
- 检查初始空间能力在这些教学方法中的调节作用.
- 为了比较GeoGebra和手势的综合和独立效应.
主要方法:
- 准实验性测试前测试后测试对照组设计.
- 整合GeoGebra (动态可视化) 和手势 (体内认知).
- 对空间能力和3D几何思维分数差异的分析.
主要成果:
- 所有小组都显示空间能力有所提高,但教学方法之间没有显著差异.
- 教学方法对3D几何思维产生了重大影响.
- 最初的空间能力是测试后得分的主要预测因素,而不是调节者.
结论:
- 最初的空间能力是3D几何思维比教学方法更强的预测因素.
- 教师应该根据学生的初始能力量身定制空间技能发展计划.
- 地理表达和手势可以提高空间技能,但它们的比较有效性需要进一步研究.
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