A Research On The Problems And Strategies Of Geometric Concept Teaching In Rural Elementary Schools

The concept of geometry is the logical starting point for students to learn geometry.Having a good sense of geometric concept makes a significant difference to a student's study and life in the future.The geometric concept has the properties of abstract and the particularity in the development of students' own abstract thinking.This makes it difficult to teach geometric concept.Especially in the second stage of elementary schools,which is from the fourth grade to the sixth grade.The planar geometry is changed to solid geometry in the learning of geometric concepts and there is a transition to curved graphics from linear graphics.These changes set higher demands for the teachers in teaching geometric concepts.This research uses case study method,interview method and document research method to complete the related research and analysis of geometric concept teaching in rural elementary schools.The first part clarifies two learning methods to acquire geometric concepts for elementary school students.They are concept formation and concept assimilation.In this part,it also clarifies that this article carried out research from three dimensions include concept introduction,concept establishment and concept consolidation.In the next part,the article shows the requirements of the new curriculum standard about the teaching of geometric concepts.It analyzes the content of geometric concepts from mathematics textbooks in the second stage and clarifies the difficulties of students in learning geometric concepts.In the third part,some problems are indicated after observation and analysis of teaching cases which are from rural teachers' teaching of geometric concepts in actual classes.It is found that the teacher doesn't connect with the students' life properly when introducing the geometric concept.There is a lack of analysis on the geometric concept during the process of geometric concept establishment.There are too many imitation exercises in the consolidation about geometric concepts.The students lack opportunities to observe objects independently when they learn the geometric concept.With the above problems,the cause of the problem appears after interviews with several rural teachers.It's found that teachers lack specific analysis of the geometric concept for students to learn.They doesn't have a good grasp of the selection and use of teaching methods.Teachers doesn't pay much attention to the students' independence.Also there is a gap between teachers' quality and geometric concept teaching requirements.In the final part,corresponding solutions are proposed based on the problems of geometric concept teaching and the causes of the problems.They are mainly about two aspects: rural teachers' actual teaching practice and internal professional quality.In terms of teaching practice,geometric concept introduction requires teachers' understanding of the design intent of the context picture in the textbook and use it rationally.And then cleverly combine it with students' life experience to create life situations that are close to students.In the process of establishing geometric concepts,students should experience multiple exploration activities and develop a strong sense of space in activities such as guessing,observation,and hands-on operations.The level of practice and the diversity of methods are enhanced in the consolidation step.In terms of the development of teachers' professional quality,it can be improved by learning theoretical knowledge individually and preparing lessons collectively and cooperatively.