Cultivation Of Geometric Figure Reading Ability Of Grade Nine Students

The present study aims at cultivating ninth grade students 'ability of geometric figure reading,taking the round knowledge as the research carrier,devoting itself to summing up effective teaching strategies,and accordingly designing demonstration teaching cases.This research contributes to the double-base target and enables students to accumulate experience in mathematical activities.In this sense,students will be able to clarify their mathematical thoughts.Also,their key competencies will be improved.The research reveals that there are four main problems in the geometric figure reading of the ninth grade students.First of all,they lack good habit of figure reading.Secondly,they rely too much on standard figures.Also,they lack the concept of changing and classification while solving problems.Finally,they lack the expository understanding of geometric figures.This study puts forward six strategies to improve the ability of geometric figure recognition in the teaching of concept theorem.First and foremost,we should pay attention to the abstraction and summary of basic figures.In addition,we are required to attach importance to the expository understanding of geometric figures,and emphasize that each basic figures has its corresponding application conditions.And finally,we need to emphasize that the standard figures should be based on non-standard figures,and then establish geometric concepts and a series of figure link.In the respect of problem-solving teaching,we should put emphasis on the variation of basic figures based on the variant teaching and metacognitive theory,which enables students to fully experience the figure evolution process from simple to complex.And it is more conducive to the cultivation of students 'competency from complex figures to basic figures.Also,we are supposed to emphasize students 'metacognitive experience in the process of problem solving,and use hints to guide the training of reading figures.In the habit formation respect,we should emphasize the use of different markers,and advocate "figure-speaking" to help students form a good habit of figure-reading.