The Application Research Of Van Hiele Theory In Junior Middle School Geometry Teaching

In order to promote the development of students' geometric thinking usually scientific and reasonable geometric teaching.How to make the students better to learn geometry,to improve the students' geometry,to be a universal concern of the first-line teachers.In view of this practical teaching,help that first-line teachers to explore an effective method of geometry teaching,to promote the development of the students' geometry and to enhance the students' enthusiasm for geometry learning,which is the main research purpose of the thesis.At present,Van Hill theory is one of the most representative theories to promote the development of students' geometric thinking.This theory evaluates the development of students' geometric thinking from five dimensions,and designs the classroom teaching plan according to the five geometric teaching stages from the students' practical geometrical thinking.Thesis starts from the application of teaching practice.Firstly,through literature analysis,application of junior middle school geometry teaching Van Hiele theoretical analysis of the relevant literature review;On the basis of literature review to interpret“geometrical thinking” and “geometric thinking level” related concept of basic research.Secondly,through the questionnaire investigation,the students' geometric thinking development status was assessed according to the test questionnaire on the cognitive level of students' geometric thinking,and detailed analysis of the geometric thinking level of class 1 and class 2 students of the internship school,which provided a realistic reference for the following teaching experiment research.Once again,from the perspective of combining theory and practice of integration of theory and the Van Hiele geometry classroom teaching the basic steps;Based on this analysis,the basic principles of Van Hiele theory geometry classroom teaching are explained.It provide a realistic basis for that “parallelogram” teach research,and gives the experimental case of “the character of parallelogram(section 3)” and judgement of parallelogram(section1)”.Finally,the teaching experiment method was adopted to study the geometry teaching of the five geometric teaching stages of Van Hiele and the knowledge of“parallelogram” in eighth grade.To validate the effect of the Van Hiele theory on the level of geometrical thinking,the experimental class and the control class were analyzed in the data test.And then,before and after the teaching experiment,theyperformed a matching analysis of the “geometric study interest” in the experiment class.After teaching experimental comparison and analysis the following research conclusions: first,the teacher can better grasp the students' geometry thinking;Second,to the better development of geometrical thinking;Third,“Explore--Guess--Test--Inductive” geometry teaching mode,the students are subject to the exploration process of geometrical knowledge,and the key steps of geometrical knowledge formation are repeated,so that the students can realize the excellent mental quality of the mathematician in the process of exploring the knowledge,and realize the purpose of“mathematically raising” education;Fourth,on the basis of teaching experiment studying attempts to summarize out method to enhance students' capabilities of geometrical thinking teaching.