Research On Geometry Variant Teaching In Junior High School From The Visual Angle Of Geometry

On April 21,2022,the Ministry of Education released the Mathematics Curriculum Standards for Compulsory Education(2022 Edition).It emphasizes not only the cultivation of students’ core quality,but also the guidance of students to explore and accumulate experience in mathematical activities on the basis of "four abilities",,so that students can reach the level of "three abilities".Geometric intuition,as one of the core qualities,can help students find proof methods faster and improve their reasoning ability,logic ability and abstract ability in mathematics learning.Geometric variation teaching can help teachers guide students from easy to difficult,from shallow to deep,and from low level thinking to high level thinking.Through their own thinking,students can experience the generation and development of knowledge,so that students can personally and truly understand the methods and ideas contained in mathematical knowledge,so as to form their own mathematical thinking framework,improve the quality of geometric intuition.Based on the concept of geometric intuition in the core literacy of the new curriculum standard,this paper studies geometric variable teaching in junior middle school from the perspective of geometric intuition based on theoretical research and investigation.The research mainly concentrates on the questions below :(1)during the classroom teaching of geometric variation,what are the factors that affect teachers’ teaching of geometric variation?(2)What kind of teaching strategies should be developed to improve students’ core geometrical intuitive literacy in geometric variable class?(3)How to carry out the teaching design of different classes according to the geometric variable teaching strategy in junior middle school from the perspective of geometric intuition?In order to solve the above problems,this study proposes geometric variable teaching strategies in junior middle school from the perspective of geometric intuition by reading lots of literature and supporting the theory of closest development zone and constructivism.A middle school in Yantai Economic and Technological Development Zone of Shandong Province is chosen as the research object to demonstrate the teaching strategy through the teaching design of "parallel inflection point".The effectiveness of this method is verified,and it is applied to new lessons,special lessons and review lessons.Firstly,through literature analysis,this paper studies the development process of junior high school geometry teaching research and variation research.This paper discusses the definition,classification,teaching principles,teaching methods and theoretical basis of variable teaching.Secondly,this paper conducted a questionnaire survey on 80 mathematics teachers randomly selected from Yantai Economic and Technological Development Zone,mainly including the mathematics teachers’ understanding of geometric variable teaching in junior high school from the perspective of geometric vision,the methods adopted by junior high school mathematics teachers to carry out geometric variable teaching in junior high school,the influencing factors of variable teaching implementation process,the implementation of junior high school geometric variable teaching and its effect.Thirdly,based on reference and analysis of geometric variation teaching literature,combined with geometric intuition analysis,forming the teaching strategy basis of this paper.The comparative experiment of two classes proves the effectiveness of geometric variant teaching strategy in improving geometric intuitive literacy.For the stage detection of parallel inflection point profile,it is found that the average score of the class with variable teaching is significantly higher than that of the class without variable teaching.The T test of data statistics shows that there is an obvious difference between them.It can be seen that geometric variable teaching strategies can improve students’ geometric intuitive literacy.Finally,according to the survey,it points out the existing problems and shortcomings of geometry variable teaching in junior middle school from the perspective of geometry vision,and gives corresponding suggestions and teaching strategies for the practical application of variable teaching in geometry teaching,and makes part of teaching design for different classes of geometry variable teaching.