Research On Problems And Teaching Strategies Based On The Theory Of Van Hiele

Geometry teaching is an important way to develop students' logical reasoning ability,on the basis of students' existing thinking level,reasonable assignment of geometry teaching tasks and the cultivation of students' interest and ability to actively explore are conducive to improving students' cognition level and creative creativity.Therefore,in order to improve the effect of geometry teaching,it is necessary to conduct in-depth research on geometry problems.Research questions refer to in-depth research.The process of research is generally as follows: Starting from the source of the problem,through the analysis of the language,background and model of the question,the analysis of the pendulum,to find the solution to the problem,to find the answer,etc.By allowing students to actively explore propositional features in teaching,expand knowledge levels,develop students' reasoning,mathematical modeling and computing capabilities,enhance students' attention and interest in geometry,to achieve the purpose of strengthening teaching effect.This article mainly studies how to integrate the research process into geometry teaching to form an effective teaching strategy.First of all,based on Van Hiele theory,the students' geometric thinking level is stratified,and the teaching is divided into five stages,then,according to the level of geometric thinking,the three processes of "source,idea,export" in the research question are integrated with the teaching stage,and a teaching strategy for research question is proposed:Study the question first,then encourage students to study the way of the problem in the "Direct Orientation" stage of teaching,analyze the thinking in the "Explication" stage,finally,explore the way out of problems in the "Free Orientation" and "Integration" stages,and expand the extension of the problem with the old knowledge after mastering the new knowledge,and create new propositions.Through a questionnaire survey,this paper judges the students 'interest in geometry problems and 45-degree angle-related problems,as well as the students' mastery of geometry knowledge in the teaching.Based on the investigation results,and taking a45-degree angle as an example,four cases were designed and analyzed.The analysis results show that students can pay attention to the logical relationship in the 45-degree geometric problem,but they rarely explore the problem background and cannot combine the mathematical problem with life;the teaching strategy of research questions follows the level of student thinking,allowing students to pay attention to the problem language,Background,pay more attention to the overall research of the problem;the teaching strategy of research can enable students to mine new propositions and new test sites based on existing knowledge innovation,which is more conducive to students' knowledge integration and stimulate students' creativity.This study shows that the research teaching strategy focuses on student-centered,allowing students to actively participate in research teaching activities,focusing on cultivating students' sense of ownership in teaching,which is not only conducive to consolidating old knowledge and internalizing new knowledge,but more importantly,through This strategy allows students to adapt and create topics on the basis of existing knowledge,tap new propositions,develop new ideas,and find new ways to promote the development of students' geometric thinking level,create a new model for classroom teaching,and build a geometric teaching for reference.