Research On Investigation And Teaching Countermeasures Of Eighth Grade Students' Geometric Reasoning Ability

Geometry courses have become the focus in every mathematics education reform in history.At present,although the teaching of “reasoning” in geometry teaching has been strengthened gradually in China,while the requirements for certification has been reduced,how to teach and how to reach the standard still remains a problem that causes confusion for many front-line teachers.Therefore,it is necessary to conduct research on the ability of geometric reasoning.In the junior high school,most of the geometric knowledge is concentrated in the eighth grade.Therefore,based on Van Hiele Levels,this study uses the literature research method,educational measurement method,questionnaire survey method,as well as interview method to obtain the data information of the eighth-grade students' geometric reasoning ability.As the survey of the research shows that 59.76% of the eighth-grade students are at the level of formal deduction,29.08% are at the level of informal interpretation,and the rest are at the level of visual or analytical.Obviously,the students' geometric reasoning ability needs to be improved.In addition,the research found that the main reasons for the difficulty of geometric reasoning for eighth-grade students are as follows: firstly,students are not good at connecting physical models in life;secondly,students lack complex graphical decomposition and variant practice;thirdly,there is a problem with the understanding and application of geometric language;fourthly,students lack interest and motivation for geometric learning;fifthly,students are afraid of learning geometry because of poor performance;sixthly,there is too little self-learning space left in the classroom.According to the research results,based on relevant theories,the following teaching strategies are proposed for the causes of students' difficulties in geometric reasoning: firstly,students should be good at connecting with real objects and pay attention to the intuitive perception of experiments;secondly,teachers ought to pay attention to teach students figure out “basic graphics” in complex graphics;thirdly,teachers are supposed to let students understand and use geometric language to express;fourthly,teachers had better enrich teaching forms and students should enhance internal and external motivation;fifthly,students should overcome learning anxiety and learn to attribute correctly;sixthly,teachers should let students give full play to their principal role in learning.