Teaching Research Of Quadrilateral In Junior Middle School

In1994，the results of the Third International Mathematics andScience Study (TIMSS) show that the accuracy rate of all the studentswho answered the geometirc problems was only56%.In some countires,students solve problems on the nature of the parallelogram has certaindifficulties: the accuracy rate of the students who are in the seventh gradeis only44%，the accuracy rate of the students in a few country is75%.This study is based on junior high school students’ characteristics ofthe geometric thinking，by a present situation investigation onquadrilateral teaching and learning of a junior high school which authorlived in the same district, summarized and analyzed teachers how to teachstudents, students how to learn, ifnd flaws, keep advantages, and toimprove the quadrilateral teaching of junior middle school.The flill text is divided into five parts, as follows:Chapter one: Introduction. Elaborated on topics of purpose，meaning,research methods and innovations.Chapter two: Junior high students’ geometry thinking characteirstics.Combined with Pierre van Hid，egeometric thinking level theory, authoranalyzed the characteristics of junior high students’ geometry thinking,summed up geometry thought disorder v/lien students leanred junior iiigh school quadrilateral content and dug out the teaching strategy method ofbreaking Junior Middle School Students’ geometry thought disorder.Chapter three: What is the teaching present situation of junior highschool and analysis of it. Author did some surveys on all the second gradestudents of a junior high school of Heilongjiang Province and interviewedsome teachers and students. Through surveys and interviews authorsummed up the quadrangle teaching status of the junior high school andanalyzed the advantages and disadvantages of the perfect teaching.Chapter four: Quadrangle teaching strategies in junior high school.Based on junior high school students’ characteirstics of the geometricthinking, combined with the survey results of the third chapter andinterviews with the teachers and students quadrilateral, Separatelystarting from the quadrilateral concept, nature and determinant theorem ofrespectively and the penetration of method of thinking in quadrilateralteaching, author summairzed some quadrangle teaching strategies injunior high school and hope to do some help in teaching progress.Chapter five: Conclusion. Discusses the conclusions of this studyand the lack of this research and the direction of subsequent research.