Research On Teaching Practice Of Dynamic Point Type Geometry In Junior High School

Dynamic geometry questions often includegeometry, numbers and formulas, equations and functions.They mainly reflect students’ practical operation level,their abilities of spacial imagination and of solving comprehensive questions by analysing, so the study of dynamic geometry will help students improve the above abilities a lot.Throughout the development process of dynamic geometry, it has come into being and developed rapidly afterwards since F. klein applied congruent transformation to Euclidean geometry in 1812. From our country’s curriculum standards to mathematical principles and standards of American school, we can easily find graphics transformation or related contents. What’s more, on the website of CNKI(China National Knowledge Infrastructure),the number of papers with dynamic geometry included is increasing year by year.However, the vast majority of these articles only present either simple classification and examples of dynamic geometry, or the ideas about computer-aided teaching methods such as geometric sketchpad.They do not involve any relatively specific and practical suggestions on teaching practice.Based on a preliminary analysis of students through questionaire and interview, the author tailored a teaching design for 8-9 grade students, which is guided by the theory of constructivism and primary teaching principles. This teaching design is strictly in accordance with the requirements of the second volumn of the eighth grade mathmatics textbook of Zhejiang branch as well as the requirements of the curriculum standards(2011 edition). It also includes an assignment as a related exercise. Using the computer technology, the author made a set of PPT and videos which exhibit dynamic effects.Students canwatch them repeatedly to grasp the mathematical characteristics of dynamic geometry questions. Through a posttest, the author found that students who learned the teaching design were better at solving related problems than the other ones. With the aid of Vancil’s theory, the author also found that students who learned the teaching design systematicallyhave achieved varying degrees of improvement in geometric thinking level. As a result, the author believes that dynamic geometry systematic study will be beneficial to improve the students’ ability of geometrical thinking and various others.