Research On Geometry Teaching In Junior Middle School Based On Thinking Visualization

The mathematics curriculum standard for compulsory education(2011 Edition)points out that "the rational application of modern information technology and the integration of information technology and curriculum content can effectively change the teaching methods and improve the efficiency of classroom teaching".In 2019,the opinions on deepening education and teaching reform and comprehensively improving the quality of compulsory education proposed to optimize teaching methods and integrate traditional and modern technical means.Junior middle school geometry is an effective carrier to cultivate teenagers’ logical thinking and spatial concept.Thinking training is very important for the formation of junior middle school students’ mathematical core literacy.In junior middle school geometry teaching,by means of thinking visualization and drawing graphics with effective mathematical software,we can intuitively show the abstract object and show the invisible thinking process,so as to promote students’ deep understanding of geometric concepts and geometric relations.In order to verify the effectiveness of thinking visualization in junior middle school geometry teaching,this study first combs the theory and Application Research of thinking visualization at home and abroad,analyzes the thinking visualization tools of junior middle school geometry from two aspects of graphic technology and graphic software,expounds the connotation of concept map,fishbone map,thinking guide map and flow chart,and summarizes the application characteristics of Geometric Sketchpad and GGB.Secondly,using the questionnaire to analyze the influencing factors and difficulties of junior middle school students’ geometry learning,get the geometry thinking level of junior middle school students through the pre-test,and understand the current situation of geometry teaching in junior middle school combined with teacher interviews.Then,starting from the integration of Geometric Literacy Requirements and thinking visualization,this thesis discusses the visualization teaching principles of simplicity,concretization,process and mobility,and puts forward some geometry teaching strategies,such as stimulating motivation based on experience,seeking the dominance of thinking process,paying attention to intuitive experience,emphasizing situation construction and advocating multiple reflection.Taking the section of "judgment of square" as an example,this thesis expounds the design idea of geometry teaching based on thinking visualization.Finally,two classes of a middle school in Shandong Province were selected for geometry teaching experiment.The experimental data were analyzed by SPSS software and independent sample t-test.It was found that there were significant differences in geometric thinking level between the control class and the experimental class after the experiment;Paired sample t-test shows that there are significant differences in the geometric thinking level of the students in the experimental class before and after the test.Among them,there will be significant differences in the geometric thinking level of the students whose pre-test results are medium level after the experiment.To sum up,it is effective to apply thinking visualization to geometry teaching in junior middle school.Through the summary of this study,it is concluded that thinking visualization teaching can effectively improve students’ geometric thinking level,especially for secondary students;After geometry teaching based on thinking visualization,students’ ways of solving geometry problems show diversified research conclusions.