Analysis Of Influencing Factors Of Geometry Graphic Variant Teaching And Experimental Design In Middle School

Graphic variant teaching is a teaching methods that based on the change of the geometry of the non-essential characteristics so as to prominent its essential characteristics. The graphic variant teaching can promote the development of ability such as students’ logic thinking ability, space imagination ability and geometric intuitive ability. Based on the learning requirements of geometry teaching in mathematics curriculum standard for compulsory education, studying of the influencing factors and degree of the geometry variation in the middle school. According to the influencing factors and degree to further explore effective methods and mode of the graphic variant teaching, and through the teaching experiment to test the effectiveness of the graphic variant teaching in practice.Using literature research, questionnaire survey and depth interviews study influencing factors and degree of the geometry variant teaching. Through the literature research, from the subjective aspect and objective aspect determines influencing factors, mainly involving four categories as teacher, environment, student and teaching assistants amount to 6 class possible influencing factors. In the questionnaire survey, through t-test and variance analysis of the investigation of gender, age, education, teaching age, professional title by the way of SPSS, this paper demonstrates that teacher seniority and professional titles have more significant influence on graphic variant teaching. Through correlation analysis and partial correlation analysis, it further concludes that teachers’ basic literacy is extremely the influence factors of the graphic variant teaching. The geometry basis and ability of students and the graphic variant cognition are strong influence. Teachers’ beliefs and attitudes and environmental factors are moderate impact factors. Teaching assistants is weak influence factors. Through the analysis of the interview of a line with middle school math teacher, we found that The geometry basis and ability of students, teachers’ basic literacy, the graphic variant cognition have great influence on the implementation of the graphic variant teaching. Teachers’ beliefs and attitudes and environmental factors are moderate impact factors. Teaching assistants is weak influence factors. The result of the interview and questionnaire survey results are basically the same. By the comparing three ways to confirm each other, Using triangular mutual proof for the conclusion provides good reliability and validity. The result shows:the strong influence factors of the graphic variant teaching is a basic literacy teachers, students’ geometry based and ability, and the graphic variant cognitive; Moderate impact factor is the teacher’s beliefs and attitudes, the environmental factors; The weak influence factors is a teaching assistant.Learn from theories of psy chology and education in combination with influencing factors and degree, establishing the principles of the graphic variant teaching. Teaching principles include:the student main body principle, the principle of gradual, development principle, the principle of procedural knowledge of students’ abilities, paying attention to the geometric principles and inspire thinking principle prototype. According to the specific requirements of new curriculum of geometry teaching, the analysis of geometry teaching center deformation type teaching method and model effectively. The article Put forward graphic variant teaching mode: cognitive pattern, determine the basic graphics, graphic design variable type, identify the basic graphics, integration scheme. Teaching mode for detailed analysis and explanation, and illustrate the graphic variant teaching case application in classroom teaching and the problem solving, and analysis of deformation the effectiveness of teaching.Through the graphic variant teaching experiments, it’s validity was further tested in practice. Using SPSS statistical software to independent sample t-test test before and after the experiment data, for experimental class and control class as a whole as well as the high group, middle group, the low group. The result shows:Class scores, high group and middle group have significant differences in the Experimental class and control class. According to the experimental results it is concluded that the graphic variant teaching has the very good role in promoting in the middle school geometry teaching. It can help the majority of students of geometrical performance high and can improve the students’ logical thinking ability, space imagination ability and geometric intuitive ability.The innovation of the study is mainly in that combination of theory and practice, qualitative research and quantitative research to analysis the influence factors of graphics variant teaching. The article put forward the effective method and graphic variant teaching mode, and test its effectiveness in practice. To help middle school mathematics teachers’understanding of the graphic variant teaching and the deepening of action.