Investigation,Analysis And Research On Geometry Learning Status On Grade Eight Students Based On The Van Hiele Geometry

Geometry has always played an important role in education,and the educational value of geometry is self-evident.But many teachers report that geometry is difficult to teach and students report that geometry is difficult to learn.Based on Van Hill's geometric thinking level,this paper investigates the current situation of geometry learning of eighth-grade students in a rural school in Haicheng through test papers and questionnaires,and according to the research results,this paper puts forward some suggestions on teachers' geometry teaching and students' geometry learning.The main results are as follows:(1)Through the statistical analysis of 203 valid test papers,it is found that there are 25 people at level 1,accounting for 12.32% of the total,38 at level 2,accounting for 18.72% of the total,68 at level 3,accounting for 33.50% of the total,and 51 at level 4,accounting for25.12% of the total,and 21 people exceeding level 4,accounting for 10.34% of the total.(2)From Grade 8 to grade 9,the number of students in level 4 and over level 4increased significantly,while the number of students in level 1 decreased slightly.It can be seen that through the systematic study of geometry,students' geometric thinking level can be improved.The level of students' geometric thinking is the most improved between Level3 and level 4,which is in the stage of transformation from informal logic to formal logic(3)Through the analysis of the specific questions in the test paper,it is concluded that the students are not clear about the connection and distinction between the nature and judgment of the graph,the essential understanding of the theorem or property is not thorough enough,and the consideration of many kinds of classification is not comprehensive enough,the deductive train of thought is not clear and the information existing in the topic can not be screened effectively.(4)There is no significant difference in the development of thinking level between boys and girls,but there are more boys with lower and higher levels of thinking,while girls are concentrated in the middle level.There is a significant difference between the achievement and the students' geometric thinking level,that is,the higher the students' geometric performance,the higher the geometric thinking level.(5)Through the analysis of the questionnaire,it can be concluded that students generally do not like geometry learning,think that they are lack of geometry learning ability,no geometry learning methods and so on.Through correlation analysis,it can be concluded that geometry learning achievement,geometry learning interest,geometry learning abilityand geometry learning methods all affect students' geometry thinking level.In addition,teachers' teaching methods also have an indirect influence on students' geometric thinking level.The main recommendations of the study are:For students: first of all,students should have the confidence to learn geometry well and overcome their fear;secondly,they should have a rigorous learning attitude and develop good learning habits;finally,they should really understand knowledge instead of rote memorization.For teachers:(1)pay attention to the characteristics of students' geometric thinking and carry out targeted teaching;(2)designing teaching activities reasonably to cultivate students' interest in learning geometry;(3)Focus on summary methods and question types to improve students' geometry learning ability;(4)to increase teachers' own mathematics teaching knowledge and make teaching more comfortable.