Junior High School Geometry Teaching Life Study

Back-to-life mathematics teaching is a trend of the international mathematics reform. It has become a key step of mathematics reform to strengthen the contact of mathematic teaching with student's daily life at present for the compulsory education in our country. Math curriculum standards points out that mathematics teaching should be: based on the students'life experience and present knowledge background, to provide students with adequate math activities and opportunities to exchange with each other, and help them to understand and grasp the basic knowledge of math as well as skills, so that everyone will learn the valuable math and everyone will learn the necessary math. Its basic aim is to promote students to develop comprehensively, continuously and harmoniously.This paper will, firstly, extract the research on back-to-life teaching, starting from three aspects: the standard of the new course's"Create an education which is conductive to child's development", classroom teaching and teachers. Secondly, it will describe the history and current situation of the research on back-to-life mathematic teaching. Finally, it will define the connotation of back-to-life mathematics teaching and analyze it theoretically.Based on practice and activities, back-to-life teaching is a scenario-based, problem-oriented teaching situation. It can promote the development of the teaching subject—students, through the cooperation and association between teachers and students as well as among students, and the voluntary participating of students. The author of"creating for the development of children education"under the guidance of new curriculum proposed junior high school geometry teaching life teaching strategies. Include: a junior high school geometry education teaching requirements order of our daily life. Second, the implementation of junior high school geometry teaching life's teaching. Respectively, from the geometrical concept of the author's teaching, teaching geometry theorems and geometric reasoning are three aspects of the teaching of the theory of auditing and teaching life exploration.In the end, Author put the above strategies into field research which are respectively carried out in two parallel classes. The results, which are based on attainment test and questionnaire survey, show that those strategies are reasonable and effective. The interest and initiative of students'learning geometry have been gradually increased, and their problem-solving ability has been improved, resulting in the enhancement of their integrative quality on math. Consequently, the teacher's teaching skills and professional standards has been promoted.