On The Teaching Of Planar Geometry

Mathematics concept teaching plays an important part in math teaching of junior high school. If students can understand the mathematics concepts well and truly, they will master all kinds of rules, formulae, theorems and thinking better in mathematics. At last, they can use the knowledge that they have learnt to solve the practical problem.Geometry teaching can help learners to from the rational logical thinking ability, strict mathematical spirit and strict mathematical thinking quality. Geometry concept is one of the most important parts in mathematics concept. Leading students to understand it well is the key to improve the quality of geometry teaching.According to the observation of geometry concepts in the classroom teaching, it is found that a lot of students can’t solve the problems by using the geometry concept because they can’t understand them well and truly. Most teachers mainly teach the geometric concepts in written form and teachers can’t explain some of them clearly. Teachers can’t let students understand the connotation of the geometric concept. As a result, it has negative influence the students’ achievements.This study uses Concept teaching theory in Piaget’s genetic epistemology, APOS in constructivism, and Ausubel’s meaningful learning theory as the theoretical guidance. According to the situation of geometry teaching in junior high school, the author uses the Van Hiele’s geometry teaching theory to make a study on geometry concept teaching. It is found that the concept of target line only belongs to the third level of Van Hiele’s geometry teaching, however, other basic concepts belong to the first and the second levels.This study aims at analyzing the basic concepts in geometry materials of junior high school. This study uses the Van Hiele’s geometry teaching theory to define the basic geometry concepts in materials of junior high school and some of the geometry concepts teaching designs are shown in this study. The analysis provides the reference for teachers and makes students transition from low to high level of geometry concept better. This study also gives some teaching advice.