Study On Teaching Of Geometry Language In Junior Middle School

Geometry proof as highlight of logical reasoning ability has never been questioned.It has been much emphasized, which is started in junior high school in the processof mathematics learning, while the geometric language as a carrier of geometry proof andthe stepping-stone of the students into the geometry world, has not received dueattention. Broadly speaking, geometric language can be intuitive expression of human thoughtprocesses in the geometric logic proof; the narrow sense, geometric language in the juniormiddle school directly affects the interest in geometry learning and master degree of thestudents. During her teaching, the author deeply understood the importance of geometriclanguage, also saw that many teachers ignored the geometric language teaching. The authorrefer to a variety of materials, found few articles devoted to the study of geometric language.The author can only on the basis of these studies start my study on teaching geometriclanguage boldly by virtue of these years when she studied as a student and threeyears experience as a teacher, forward, hoping to find some practical teaching methods for thefuture teaching.The author conducted a questionnaire survey to704students of eight grade. Statisticsshowed that, for students to understand and use geometric language, there are many problems.They did not achieve the expected teaching effect. She interviewed five teachers who hasteaching mathematics for years and five mathematics teacher, which has got master’s degreein education, who just began work out of university. Summary analysis, a few teachers havecertain limitations in geometric language understanding, and mathematical knowledge isneeded to improve. Most of the teachers do not bring enough attention in geometriclanguage teaching, there is not thorough explanation, consolidation is not in place and soon. Through the analysis of statistical data and interviews, according to the problems thatteachers and students have in geometric language teaching, the author put forward threesuggestions:1excavate the relationship between mining geometric language, so that studentsunderstand deeply;2resolve contradictions between geometric language and living language,to enable students to memory accurately;3pay attention to thinking difference of students, problem-solving ideas more than unity.