Case Study Of Analysis Methodologies Of Basic Graphics In Teaching Of Middle School Geometry

For long,it has been widely accepted that plane geometry has been a challenge both for teachers and students in junior middle schools.However,geometry learning is an important turning point for cultivating students' ability in learning and promoting development in thinking.In the process of geometry learning,most students are compelled to understand the commonalities of geometry questions,similarities of analyzing methodologies,and how those auxiliary lines are added in geometry problem-solving process,which are not answered in the traditional geometry teaching in a direct,clear,accurate and scientific fashion.After enormous research and study,this paper is to provide answers to the above-mentioned questions,aiming to help students better master the problem-solving skills in geometry and improve geometric problem-solving ability,by starting from the basic graphics and using the basic graphic-analysis methods to solve geometry problems.Based on the theory of Polya's problem-solving strategy,this paper is to divide the problem-solving process into three parts: the examination process,the analysis process and the review process.On the ground of three cases in geometry teaching,this paper explores further in the application of the basic graphic analysis method.Research findings:(1)In different stages of geometric problem-solving,basic graphics serve different purposes.In the process of examination,they can be regarded as a prompt;in the process of analysis,a clue;in the review process,creating the logic of thinking.(2)In the examination process,most of the students can quickly find simple and basic basic graphics,but it is difficult for them to deal with sophisticated geometric language and corresponding graphic transformation.Further,students tend to lack the ability of summarizing those experience graphics.Teachers need to guide students to find the implicit and more complicated basic graphics in teaching.(3)In the analysis process,students are able to recognize the basic graphics,but not able to clearly identify the the goal of establishing the connection between those graphics.Through designing teaching activities,teachers can guide students,by adopting the relevant properties and conclusions of the basic graphics found in the"examination process”,to find out the connection between the known graphics,seeking to dig out the invisible conclusions in the questions and the corresponding new basicgraphics.(4)In the review process,students are not competent enough to come up with a problem-solving plan based on the basic graphics presented.Although teachers usually raise some questions to guide students to explain the application methods,application purposes and application skills of those basic graphics in the process of solving problems,they need to do more to enhance students' accumulation of basic geometric graphics,so as to improve students' geometric logic thinking and problem-solving ability.