A Comparative Study About Instructional Design Of The Nature Of Parallel Lines

Development of Geometric cognitive level reflects the enhancement of students’cognitive ability. It is also an important indicator of students’ cognitive development.Therefore, this paper aims to explore instructional design which can improve students’geometric cognitive level. This study selects the first period of The Nature of Parallel Lines asa case. And the study selects the students who come from a middle school in Shenyang asresearch objects.First, this paper regards the Van Hieles theory as the theoretical basis by analyzingtheory. And determines the research situation by literature review.Secondly, this paper was standing on the foundation of existing research, and divided thedevelopment of teaching plan into three parts. First of all, the study begins with the part ofPreliminary analysis. In this part, the writer builds analytical framework based on the VanHieles theory, and uses the analytical framework to analyze curriculum standards, textbooksand learning situation. The result will lay a solid foundation for developing teachingobjectives and designing teaching process. And then, in the development of teachingobjectives, the writer considers the level of students’ existing geometric cognitive level is thestarting point, considers the curriculum standards required to achieve the level of geometriccognitive as the end goal. Finally, this paper designs teaching process insist on the principleof gradual and orderly progress, the principle of order and so on.After the development of teaching plan, the study compares it with the teachers’ lessonplan, to ensure the consideration of this two lesson plans is consistent besides geometriccognitive level. The last, the paper selects "parallel lines nature" as the research content, twoseventh grade classes from a middle school in Shenyang as the objects of study. This studyuses questionnaires and interviews to test students’ geometric cognitive level. And we useSPSS statistical software to analysis the changes in the level of students’ cognitive. Inthe end，the study develops a instructional design to promote the development of cognitivelevel geometry.