The Teaching Design And Research Of Geometry In Senior High School Based On A Graphic Software-Geometric Power Figure

With the rapid improvement of national scientific and technological level,information-assisted instruction has been pushed to the forefront of education and became a significant symbol of educational modernization.Therefore,how to properly use information technology to optimize teaching has also become a new requirement for teachers in mathematical curriculum standards.In recent years,mathematical teaching software emerges in an endless stream,whereas the practice of geometry teaching in senior high school always shows that the auxiliary effect of existing software can not reach the expectation,so it is urgent to seek the software that can effectively assist geometry teaching.In this circumstance,Geometric Power Figure was designed and quickly became an excellent 3D dynamic geometry software.Nevertheless,what are the characteristics,functions and advantages of this software? How is the practical effect of high schools’ geometry teaching that is based on Geometric Power Figure? Can it help students break through geometry learning barriers? However,there are few references in literature due to the development process of Geometric Power Figure.In view of this,this paper carries out geometry teaching design and research based on Geometric Power Figure in high school.This thesis conducts a study of literature about high schools’ geometry teaching through the literature research method.The thesis clears and defines types of obstacles in geometry learning,their causes and coping strategies,then understands the present situation of research in information-assisted geometry teaching,and studies educational idea which geometry reaching in high school should include.This study has laid the theoretical foundation of geometry teaching design based on Geometric Power Figure subsequently.Then,by studying Geometric Power Figure,this research evaluates the characteristics,functions and advantages of this software,determines design principles,teaching strategies and suitable teaching contents of high schools’ geometry teaching based on Geometric Power Figure.Finally,this research carries out new and exercise lessons’ design and differential teaching about contents which are suitable for Geometric Power Figure through experimental research method.By observing students’ behavior in curricula,teachers subjectively perceive the effectiveness of high schools’ geometry teaching based on Geometric Power Figure.Moreover,through the questionnaire method,teachers verify the effectiveness of high schools’ geometry teaching based on Geometric Power Figure from aspects of students’ subjective perception and objective evaluation.Through the research of this thesis,the following conclusions are obtained:(1)Students’ geometric learning obstacles are disorders of psychological cognition,disorders of spatial imagination,disorders of geometric intuition,disorders of logical reasoning,and disorders of language expression.(2)Geometric Power Figure is not only easy to learn,but also easy to use.It owns rich graphic elements and strong intuitiveness.It has the functions of drawing geometric graphics,generating functional images,carrying out visual transformation,implementing animated display and completing measurement calculation.(3)High school geometry teaching based on Geometric Power Figure should meet the student-centered,knowledge construction-centered and technology adaptioncentered design principles.(4)Teaching design based on design principles can meet teaching needs and complete teaching tasks at a low cost,and help students break through geometric learning barriers.