Diagnosis And Correction The Junior High School Students' Obstacles In The Plane Geometry Problem Solving

For students in Junior high schools,learning plane geometry is an important development process of mathematics cognition.It is of great significance for cultivating students' geometric intuitive consciousness and future geometry learning.At present,the characteristics of exam-oriented education in junior high school plane geometry teaching are still quite obvious,such as doing exercises crazily in order to obtain high scores.This strategy only pays attention to the number of exercises but ignores the cultivation of mathematics learning ability.As a result,the problems such as that students know what teachers did but can't solve the problems independently or that although teachers has taught how to solve a class of problems,students aren't able to answer even a question are still very common.Reviewing a large amount of literature,the author finds that focusing on the status quo and characteristics of the above-mentioned typical problems in basic education in our country,starting from the plane geometry,the researches on the diagnosis and correction of problem solving obstacles is still insufficient.Based on this,the research mainly uses literature method,test volume method,questionnaire method and interview method as the main research methods.It takes four classes in a Junior high school in Changsha(altogether 193 junior high school students)as the researchobject,which lasted for 3 months.The research data is mainly statistical and analyzed by spss software and Excel software.The basic framework of the thesis is as follows: firstly,the research origins and research problems are expounded.The research status,obstacles,education diagnosis and correction of planar geometry problems at home and abroad are then reviewed.And the significance of this research is discussed from both theoretical and practical aspects.The second part is the theoretical basis and the research design part,where the theoretical basis of the research is explained in more detail.The third chapter is an empirical study on the diagnosis of the problem of solving the geometric problems in junior high school.It consists of two parts.The first part is the diagnosis of the obstacles' type of solving the planar geometry problem.Here the Junior high school Plane Geometric Problem Solving Diagnostic Test Volume is formulated as the research tool.By analyzing the test report's answering situation and combining some researches of predecessors,students' problem-solving obstacles are classified into four types.The second part is the diagnosis of the cause of the problem-solving obstacles.Through the statistics and analysis of the data of the Questionnaire for the Dissolution of Geometry Problems in Junior high Schools,it aims to explore the causes of problem-solving obstacles from multiple angles and deep levels.Finally,based on the four types of obstacles found in the study,several targeted corrective measureswere proposed,which may provide reference suggestions for the effective teaching of junior high school plane geometry for a number of front-line teachers.The main findings of this study are as follows: There are four obstacles to the problem of plane geometry problem solving in junior high school students: questionable obstacles,thinking obstacles,psychological obstacles,and computational obstacles.The reasons for each obstacle are complicated.The corrective strategies for the obstacles of plane geometric problem solving are as follows: for the problematic obstacles,students can do “three trials” and “three thinking” to overcome the long-question fear,and can mark while reading questions;for thinking obstacles,we must optimize the cognitive structure and strengthen the practice of variation;for psychological barriers,it can be improved by overcoming the psychological set and strengthening the attribution training;for the computational obstacles,it can be overcome by correcting the students' calculations and cultivating their good calculation habits.