The Investigation And Teaching Research On Geometry Thinking Level Of Grade Eight Students Based On Van Hiele Theory

"Mathematics is the macrocosm of thinking." As a branch of mathematics,geometry has a positive effect in cultivating students’ geometric thinking.The study is based on the investigation and research on the current situation of the development of students’ geometric thinking level in Grade eight.The study is mainly carried out from the aspects of literature research,current situation investigation and teaching suggestions.Firstly,the study conducted an in-depth study of domestic and foreign literature on Van Hiele theory,geometry teaching,thinking level and thinking ability,clarifying the relevant concepts of Van Hiele theory,geometric thinking level and geometric teaching stage,and concluding that the main research fields of geometric thinking level were:geometric thinking level test,geometry curriculum development,and the investigation and research of geometric thinking level.Secondly,the study took the students in Grade eight as the research object,based on Van Hiele theory.The test investigated the current situation of students’ geometric thinking from five areas: intuition,analysis,non-formal deduction,formal deduction,and rigor.The formal test was used to investigate 220 junior high school students.The data obtained from the test were analyzed using SPSS.It concluded that:(1)The vast majority of students’ geometric thinking level was between Level 3 and Level 4,and the number of people in Level 3 was relatively large.(2)There was a great difference between the geometric thinking level of Grade Eight students,which had a certain research necessity.In addition,the writer interviewed students and teachers about students’ learning interest,students’ ability in solving geometry problems,teachers’ teaching methods and other aspects.It concluded that:(1)Students were not very active in learning geometry knowledge and were unwilling to accept the input of more difficult knowledge points.(2)Students’ ability to solve geometric problems,such as the ability to analyze problems,spatial imagination and reasoning,was deficient.Finally,the contents of the chapter on congruent triangle were analyzed from the aspects of requirements for curriculum standards,teaching materials,learning conditions,teaching objectives,teaching difficulties and so on.The teaching cases were designed based on Van Hiele theory,and the teaching experiments were carried out in class 2 and Class 16 of Grade eight.After the implementation of Van Hiele five-stage teaching method,the teaching effects were investigated through test.The study further analyzed students’ classroom performance,interview results and test,and put forward the following teaching suggestions:(1)Pay attention to the cultivation of mathematical language,the infiltration of mathematical thoughts and mathematical culture.(2)Conduct targeted training according to different thinking characteristics.(3)Rational use of school resources allocation,effective use of computers to assist teaching.(4)Provide timely feedback and guidance for students’ classroom performance and homework.