High School "geometer's Sketchpad" School-based Curriculum Teaching And Research

By writing this thesis the author mainly focuses on the teaching of Geometer's Sketchpad , a school-based course which is generally offered in domestic high schools at present. The research task is to find a way of reforming the current teaching for a more scientific and reasonable model. Therefore, the thesis covers what to teach in this course; as a teacher, what methods, strategies and organization forms should be taken; as a student, how to learn this course; and the practical effects achieved after opening this course.First of all, the author explored the research background of the subject, issues, meanings and theoretical basis for setting up it. After collecting the necessary data of the research condition both at home and abroad, the teaching problems in Geometer's Sketchpad in many high schools are analyzed:I. A survey of students is missed.II. The allocation of teaching hours is not reasonable.III. The teaching contents remain to be discussed.IV. Teaching models and strategies used are in the absence of theoretical guidance.To solve these problems and reform the current teaching of Geometer's Sketchpad, the author combined the constructivist learning theory, Dewey's Learning by Doing teaching principles and humanistic learning theory which is reprezented by Rogers', with the specific practice, and then offered the basic requirements and design of Geometer's Sketchpad teaching, followed by a specific design of nine periods for instruction.Secondly, the author held an experimental and comparative teaching practice among sophomores in Shandong Experimental High School. Running through the concept of focusing on the integration of information technology and mathematics curriculum and calling for an active and explorative way of learning , requried by the New Curriculum Standard, the teaching is based on the knowledge view of constructivism and explores the aforementioned appropriacy and effectiveness of Geometer's Sketchpad teaching design. Finally, by analysing the experimental results, it turns out the teaching design of this study and its implementation are reasonable and effective. Then by summing up the process the author got the specific scheme of reforming the current Geometer's Sketchpad teaching:I. The teaching contents should be selected in accordance with the students'learning status and the features of Geometer's Sketchpad software.Before arranging the teaching contents, a survey should be conducted among the pre-enrollment students who choose this school-based course, Geometer's Sketchpad. It is necessary to know the students'current knowledge about Geometer's Sketchpad, their Mathematics level and their learning will. Then combining the features of Geometer's Sketchpad software and methods of Mathematical thoughts contained in it, the teachers could set up the teaching contents which are suitable for the students perception ability.II. The arrangement of periods for teaching the basic application of Geometer's Sketchpad software should be compact.The nature of Geometer's Sketchpad software is the basic geometrical relationship which is easy to master. In addition, nowadays , the high school students already know the usage of some computer sofewares which have connection with Geometer's Sketchpad. Hence teaching of basic application of Geometer's Sketchpad does not require much class hours. In terms of the five parts of its functions, five classes are enough. Periods for the second part of teaching content, the extending application of Geometer's Sketchpad, should be arranged with the students'mathematics status and under their will.III. The implementation of Geometer's Sketchpad in high schoolsneeds to select and use adaptive teaching strategies, including individualized strategies, to promote self-development strategies, analogical teaching strategies and divergent teaching strategies.Teachers in the teaching process should fully understand the characteristics of learners and analyse the learning contents. They need to consider how to organize the students to hold effective and independent learning activities.1. Focus on research and the scientific application of individualized teaching strategies. Consider each student's status and take care of the individual differences among students to meet the diverse needs of students.2.Take notice of the use of self-development strategies. By setting some explorative activities to stimulate students'interests in research and practice; Have them exercise their will to overcome difficulties and move forward; Develop their co-operation spirit and dedication to the community.3. Use analogical teaching strategies. By connecting the students'previous knowledge with the new information, the teacher could help stedents quickly grasp all the basic applications of the software, even to discover the software's other functions through analogical reasoning. 4. Using divergent teaching strategies to helps students to cultivate divergent thinking ability, so that their capability can be developed and they may understand knowledge in depth. Guiding students to learn a scientific ways of thinking can improve the quality and efficiency of learning, the ability of solving problems and their all-round ability.IV. Geometer's Sketchpad adopts "inspired inquiry - assisted instruction" teaching model.With the full participation of Geometer's Sketchpad software, the five teaching process, including seting of the creating context, questioning, self-exploration, collaboration and communication, and summary, helps students to complete meaning construction.V. In the practice of implementing Geometer's Sketchpad software, teacher should pay attention to the organization and management of temporary classroom.Teacher should analyze the quality and quantity of the class through various channels, every time he/she teaches a new class. Dividing students into several groups to help the organizion and management of the class, as well as the cooperation and communication between students.