The Research On The Application Of Teaching Method In Junior High School Geometry Teaching

With the development of quality-oriented education,the problem posing has become a hot topic in mathematics education,and its teaching method is one of the important methods to encourage and guide students to participate in mathematics classroom activities.In view of the existing research mostly focus on mathematics problems put forward teaching or geometry teaching of a single study,so how to put forward the problem teaching method and junior high school geometry classroom effective integration,improve the efficiency of geometry classroom,it is worth our educational researchers to explore.In this regard,this study from the following three issues to explore:1?What is the present situation of the teaching of problem posing in junior middle school geometry?2?How to construct the application process of teaching method of raising questions in junior middle school geometry teaching?3?What is the effect of the teaching method of posing questions in geometry teaching?In order to study the above-mentioned problems,the methods of literature analysis,questionnaire,case analysis and statistical analysis are used.In the early stage,the paper uses the literature analysis method to expound the necessity of applying the research in geometry teaching,and in the investigation of the current geometry teaching,the questionnaire method is used and combined with the teacher's interview to analyze the existing problems and causes.In the construction of the problem to apply the principles and process of the teaching method application geometry classroom stage,based on Polya's problem-solving theory,Fan Hill theory,constructivism learning theory and the early status quo investigation as the background,the case analysis method is used in the geometric classroom,and in this paper,the teaching method is put forward for the typical application case in geometry teaching In the practical stage,the statistical analysis method is used to test the practical effect of teaching method applied to geometric classroom.Based on the above steps,the study draws the following conclusions:1?For students,the enthusiasm of geometric learning is weak,self-employment problems are common,but to guide can ask questions;For teachers,their own sense of questioning is not enough,the teaching method of the question is not comprehensive understanding,can refer to fewer application cases.2?The construction of the question proposed teaching method application geometry classroom principles(heuristics,hierarchy,interactivity,suitability and practicality principles)and processes(creating situations,exploring problems,summary,questions raised throughout).3?Through the question put forward the teaching method practice before and after the experimental class questionnaire data and the experimental class and the control class after the test geometry performance comparative analysis,to obtain the students' geometric learning autonomy,analysis of problems,problem-solving ability to some extent have been improved.In summary,it is suggested that the application of teaching method to geometry classroom can be used as a way of geometry teaching in junior middle school,and it is found to have certain feasibility and effectiveness through practical effect detection.Finally,the author puts forward some suggestions on how to apply the teaching method to geometry teaching in junior middle school.