A Study Of Triangle Teaching In Junior High School Based On The Theory Of Van Hiele

Triangular knowledge which is the basis of geometry course in junior high school is the main content of the high school entrance exam. Triangular knowledge is the key to solve the problem of geometry learning disability for junior high school students.This article researched three points based on the theory of Van Hiele: The first, summed up the Triangular level in the textbooks and the difficulty of geometrical questions in the high school entrance exam. The second, Used the research tool which is self-developed questionnaire and tests to survey the 240 grade students. The results of the survey analysis by SPSS Statistics17.0, which consists of modern statistical methods such as descriptive analysis, variance analysis, correlation analysis. The third, putted forward five teaching suggestions of Triangle teaching in middle school, listed a teaching case based on the research conclusion.This research’ mainly conclusions:Firstly,in general, most of junior middle school students can get good results in the learning of triangle knowledge : accounted for 92.9% of students reach level 3, 56.2%of students reach level 4, 7.6% of the students at level 5 which conform with the requirements of curriculum standards.Secondly, there is a internal mechanism in the teaching activity:students’ Triangular level is influenced by interest, interaction between teachers and students.students’ interest in learning is influenced by homework, class work, homework,interaction between teachers and students, teaching schedule, the teacher’s teaching evaluation among his students. teacher’s teaching evaluation is influenced by the classroom interaction between teachers and students.Thirdly, male and female students’ Triangular level, extracurricular learning time,classroom interaction between teachers and students, the interest of triangle learning is no significant difference in the level of 0.05. male and female students’ evaluation to them teacher’s teaching exists significant differences in the level of 0.05, girl’s higher than boy’s.Fourthly, extracurricular learning time, students’ evaluation to them teacher’s teaching, the classroom interaction between teachers and students is no significant difference for Students of different learning levels in the level of 0.01; the interest of triangle learning exists significant differences for Students of different learning levels in the level of 0.01, the high-level higher than the low-level.Fifthly, only in the type of "active low" classroom can students achieve long-termdevelopment. "speediness", "heavy duty", "repeated practice ", "high pressure" is not necessary factor of success.Sixthly, it is common that Teaching cann’t meet the requirement of different learning level students in practice; Compared with public schools, private schools tend to use“Assignment wave strategy”. From an overall perspective, teachers in the teaching process usually pay more attention to the results rather than the process. We may safely draw the conclusion that students usually feel stressful, uncomfortable, boring; Most of teachers would like the mode of "Teacher-speaking, students-listening " that lead to fewer classroom communication.