Research On Geometry Graphics Teaching In Junior High School Based On PME Theory

The teaching of geometry in compulsory education is the basic course to cultivate the quality of junior high school students,which can enable them to master the necessary knowledge of mathematics and geometry.Teachers must understand the psychological characteristics of junior high school students to learn mathematical geometry,in order to better teach junior high school geometry knowledge.Mathematics teaching and learning is a special activity,in which the psychological activity process and psychological mechanism,the general educational psychology can not be analyzed in detail,need the guidance of mathematics educational psychology(PME).This study takes circle as an example to explore the teaching strategies and teaching cases of junior high school geometry graphics based on PME theory.This study in junior high school mathematics are ninth grade in the days of the twenty-fourth chapter round as the research object,the design of geometry in junior high school students learning situation questionnaire,the author's practice school third grade student to carry on the questionnaire survey,the questionnaire will take back through statistical analysis,find the problems existing in the junior middle school geometry teaching,such as junior middle school students interest in learning geometry is low,The positive initiative is poor,the cognitive structure is not perfect,the ability to recognize the map is not strong and so on.According to the problems found and based on the PME theory analysis,the teaching strategies are studied,and the teaching situation selection when introducing new knowledge should be close to students' life and cognition,the existing cognitive structure of junior high school should be used to construct new knowledge,and the teaching strategies such as deformation guidance with the help of direct chart are proposed.According to the theory of PME and teaching strategies,this paper gives the inscribed Angle and inscribed Angle theorem of case teaching,the case is based on the perspective of mathematics education psychology,from junior high school students cognitive structure of geometry,geometry definition of mental representation,junior middle school students' understanding of mathematical geometry and different angles,such as learning geometry emotions has carried on the teaching design.Through interviews with students after class and comparative analysis of test results,it is found that the teaching design based on PME theory can better promote junior middle school students' understanding of geometry,accept geometry definitions and theorems more actively,and improve students' ability to learn geometry.