Junior High School Mathematics Teaching Design Based On The Geometric Intuition

Since geometric intuition was put forward as one of the ten core concepts in mathematics curriculum standard for compulsory education(2011 Edition),more and more education researchers have realized the great role of geometric intuition in mathematics learning.Many scholars have proposed to cultivate students' ability of geometric intuition in primary school,and teachers should be good at using geometric intuition in teaching design.But comparatively speaking,the research of paying attention to the application of geometric intuition in junior middle school mathematics learning stage is slightly weak.Therefore,this thesis attempts to explore the teaching design of junior middle school mathematics based on geometric intuition,and tries to bring some reference value to junior middle school mathematics teachers' teaching.This paper mainly adopts the methods of literature analysis,interview survey,questionnaire survey and case analysis.This paper explores the related concepts of geometric intuition,the basic requirements and specific strategies of each link of teaching design based on geometric intuition.Then it gives cases of junior high school mathematics teaching design based on geometric intuition and tests it.The specific research content is mainly divided into the following three parts:In the first part,according to the analysis of literature and the interpretation of the new curriculum standard,the researcher defined the concept of geometric intuition.Then,based on the combination of abstract and concrete theory,Gagne's instructional design principle and constructivism theory,the researcher provide a theoretical basis for geometric intuitive instructional design and related teaching activities.In the second part,combined with the requirements of the new curriculum standard,the researcher and experts put forward the basic requirements of each specific link of junior high school mathematics teaching design based on geometric intuition.Then,relied on Professor Shi Ningzhong's interpretation of the new curriculum standard,the teaching theory and teaching case analysis,the researcher obtain four specific teaching design strategies:(1)Cultivate the thinking mode from number to shape,form the habit of drawing to solve problems.(2)Attach importance to the transformation and movement of geometric graphics,strengthen the analysis of graphics Ability,grasp the essence of the problem.(3)From the number and shape two angles of thinking,grasp the mutual transformation between the two.(4)According to the characteristics of different teaching content,the teacher can create a variety of intuitive objects,enrich students' intuitive thinking.In the third part,the researcher designed teaching cases.There are three parts of the junior high school mathematics,which are divided by the New Curriculum Standard,have been chosen.And the three part are number and algebra,graphics and geometry,and statistics and probability.The specific content is as follows:The first class hour of9.4 Multiplication Formula in the second book of seventh grade,the class of 9.5 the median line of a triangle in the second book of eighth grade,and the second class of 4.2Probability under Equal Possible Conditions(1)in the first book of ninth grade.At the same time,the researcher goes deep into the school and carries out case implementation.Meanwhile,the researcher analyzes and reflects on the results of teacher interview,actual classroom teaching effect and students' learning situation.