The Study On The Understanding Of Axially Symmetric Knowledge Of Junior School Students

The graph and transformation become a part of the junior high schoolteaching during the new Curriculum Reform that "The Mathematics CurriculumStandard of Full-time Compulsory Education (experiment draft)"(2001). As themain content of the graphics and transform, axial symmetry is extremely importantto students, to learn the axial symmetry promotes the development of students’ spaceconception and geometrical intuition, to enhance students’ understanding ofmathematics, strengthen the student’s applied consciousness, and cultivate thestudents’ creativity.Now the new curriculum reform has passed more than a decade, Most of theteachers and students think that the axial symmetry knowledge is relatively simple,therefore the axial symmetry knowledge of teaching and learning did not cause theteacher’s enough attention. The author through the literature found that the first-lineteachers study of axial symmetry mostly research on application of axial symmetryproblem solving. The author thinks that the students how to understand axialsymmetry. Whether they can grasp the concept and the nature of axial symmetry?What problems and difficulties they have when they are learning this part. Thefirst-line teachers need most concern and understanding of these problems. Onlyknow the students’ status, can better improving teaching design, more effective tocarry out the axial symmetry teaching.The authors choose130students as an object. They come from an ordinarymiddle school of Shijiazhuang. As a research tool, the test can test the students aboutaxial symmetry. Theory of SOLO and mathematics problem-solving ability ofstandard that Malone and other researchers have proposed is the basis of dataanalysis. Through the analysis of students’ problem solving and process research,the author found that the students’ understanding of axial symmetry as follows:(1)Students of the appearance confuse the symmetry and the axial symmetry. For example, Students think parallelogram is axially symmetric figure. Most of thestudents think of the axis of symmetry of cylinder and cone is the axis of symmetryof axial symmetry figure.(2) Students confuse the concept of "into axial symmetry"and " axially symmetric figure ". Such as, Judgment reason of most students is thatgraphics can be folded in half to overlap, did not mention the number of graphics.(3)Students failed to understand the axis of symmetry is a straight line. When the axisof symmetry drawing only local, students cannot make correct corresponding pointson the axis of symmetry.(4) In the understanding and application of axial symmetryproperties, A few students select properties of axial symmetry to solve problem, butuse this approach to solve problem has a higher accuracy.To solve above problems, the author puts forward related Suggestions onTextbook revision and teaching.