Teaching Research Of Congruent Triangle In Junior Middle School Under Learning Community

As one of the most important contents of geometry in junior high school,congruent triangle is not only the focus and difficulty of mathematics learning in junior high school,but also the basis of geometry learning in senior high school.Although the congruent triangle has been paid attention to by many teachers in the teaching process of junior high school at present,due to the high requirements of this part on the students’ reasoning ability,inductive analogy ability and inquiry ability in junior high school,and the development level of junior high school students’ own knowledge,experience and thinking is in an immature and imperfect state,and many mathematics teachers are still in the traditional indoctrination education level,As a result,students’ learning in the current teaching process of the full triangle is relatively depressed,and the general interest in this part of the content is not high,and the cooperative communication and joint exploration between students are also correspondingly less and less.At present,the research on learning community is gradually deepening.Through consulting various materials,the author found that the research on the use of learning community to explore the teaching of the congruent triangle is very deficient.It is a very valuable research topic to explore the teaching of the congruent triangle under the learning community.This study,based on the learning community and in view of the current dilemma of the whole triangle teaching,will use the questionnaire survey method and interview method to carry out the research with a middle school as the main position.Through two questionnaires and interviews with several junior high school mathematics teachers,it will analyze the current situation of the whole triangle teaching in detail and find several practical problems to be solved,That is to say,there are some problems in the current junior middle school full triangle teaching process,such as the vague role of teachers and students,weak communication between home and school,insufficient communication between students and students,and poor cooperative inquiry ability of students.So the author,in contrast to the problems found,actively looked up and sorted out the relevant materials of the learning community,carefully considered the optimization strategy of the teaching of the content of the congruent triangle from his own experience in education practice,and gave five strategies from multiple directions,such as paying attention to emotional teaching,strengthening the dialogue between teachers and students,and strengthening the relationship between home and school.Finally,try to give a complete set of teaching design of the congruent triangle to improve the current teaching,and try to make the congruent triangle part of knowledge mastered by students in the process of strong class atmosphere and harmonious interpersonal relationship,so as to effectively develop students’ inquiry ability and reasoning ability,and cultivate students’ spirit of unity and cooperation.In this study,while reaping knowledge and improving ability,the author also realized his own shortcomings.The whole triangle teaching under the learning community is a process of cooperation and progress between teachers and students.As an educator,we should be good at cooperation with others and keep progress at all times.