| Geometry is one of the important contents of junior high school mathematics curriculum,which is not only the focus and difficulty of teachers’ teaching,but also the focus and difficulty of students’ learning.In order to improve teachers’ geometry teaching and promote students’ geometry learning,this study investigates the actual situation of geometry learning disabilities among eighth grade students,summarizes the types and specific manifestations of geometry learning disabilities,analyzes the causes of geometry learning disabilities,further investigates strategies to overcome geometry learning disabilities,and implements corresponding strategies for students with representative learning disabilities in order to improve eighth grade students’ geometry learning disabilities.With the help of relevant literature analysis,geometry learning disabilities are divided into cognitive disorders and affective disorders,from which survey tools and evaluation criteria are formulated to investigate the current situation.According to the analysis of the survey results of the test paper and questionnaire,we summarized the types and manifestations of the learning disabilities in the process of geometry learning for the eighth grade students.Cognitive disorders mainly include memory,understanding,thinking and operation disorders,and emotional disorders mainly include learning motivation,learning emotion,learning methods and learning will disorders.From the survey results,the rate of cognitive disorders is 54.6%,and 71.0%of students have emotional disorders,which indicates that the cognitive disorders of geometry learning are more serious and the emotion of geometry learning is negative in eighth grade students.According to the comprehensive analysis of the survey results and the interview between teachers and students,there are many factors affecting the geometry learning disabilities of the eighth grade students.The main reasons for the formation of cognitive impairment are students’ weak basic knowledge,lack of mathematical ability,limitations of thinking development and cognitive level;teachers ignore the process of knowledge generation and the review and connection of knowledge,do not pay attention to their own demonstration role;as well as the characteristics of plane geometry knowledge.The main reasons for the formation of emotional disorders are students’ lack of interest in geometric learning,low self-efficacy,negative psychological suggestion,and poor learning habits;teachers’ singular teaching style,lack of emotional engagement and lack of learning guidance;and the negative influence of peers.Based on the above research,this paper proposes some strategies to overcome the geometry learning disabilities of eighth grade students.The strategies for students’ cognitive impairment are as follows: First,consolidate basic knowledge and promote knowledge understanding;Second,pay attention to basic graphics and develop geometric intuition;Third,improve reasoning ability and develop mathematical thinking;Fourth,standardize the operation process and strengthen mathematical expression.The strategies for students’ emotional impairment are as follows: First,enhance internal motivation and regulate external motivation;Second,strengthen proper guidance and overcome negative emotions;Third,guide learning methods and cultivate learning habits;Fourth,clarify learning goals and strengthen the will to learn.By using the proposed strategies,the geometric learning disabilities of case students can be improved to a certain extent with the joint efforts of teachers and students. |
