The Status Quo Survey Regarding The Knowledge Of Axiomatic Thinking Approach By Some Junior High School Teachers

This paper attempts to conduct an status quo survey regarding the knowledge of axiomatic thinking approach by some junior high school teachers in Nanjing. The paper firstly sorts out the standard’s required development for axiomatic thinking approach and reviews the literatures of former research results on teachers’ geometric thinking level; then it opts for the questionnaire survey method to conduct investigation on a total of 56 teachers in Nanjing’s four junior high schools.Through the investigation, it was discovered that teachers have differences on the issues of "whether junior high students need to master the difference between axiom and theorem" and "whether junior high students need to master the axiomatic thinking approach".In spite of the teachers’ difference of opinions in terms of the basic attainment of students, there is a consensus on "teachers should have a basic attainment of the axiomatic thinking approach". It is like a relation between "a bucket of water" and "a bowl of water", only when the teacher attains a certain high level can he" accomplish better achievement in teaching." However, the investigation also found out that the mastering of axiomatic thinking approach by the teachers left much to be desired; only 12.5% understand the elements of axiomatic system, and 17.9% know its origin. So teachers should reinforce their learning, broaden their knowledge, enhance the level of education and teaching, and promote the improvement of professional quality. In the investigation, some of the teachers were also questioned about the contents of Geometry in the teaching material, the teachers pointed out that the junior high and primary textbooks were disjointed, so much so that the conclusion of the angle sum of a triangle is 180° proven by the cutting and piecing activity was repeated in both the primary and junior high levels; they suggested that this repetition was not necessary. But some teachers felt that Junior high students still rely on perceptual knowledge, so a repeat of the cutting and piecing activity could have a more profound impression on this conclusion and could draw forth the concept that "seeing is not necessarily true, conclusion needs to be proven"; still there were some teachers proposed that at this stage, students should be taught to structure a rigorous logic system and geometric system, and then apply the cutting and piecing activity to prove it.Generally speaking, there was no unified conclusion among the teachers. As the saying goes,"Teaching has no fixed method", suitable is the best. Teachers do not have to pursue a fixed teaching method, instead, the development of the times and the situation of students should be considered. Materials can provide relevant reading materials to enable teachers to choose, there is spare capacity classmates Further Reading.