Junior High School Algebra Teaching Design Based On The Geometric Intuition

As one of the ten core concepts of "mathematics curriculum standard of full time compulsory education"(2011 Edition), geometric intuition has become a hot topic, and the importance of geometric intuition has become increasingly prominent.I try with the aid of the geometric intuition of the teaching design in junior high school algebra and try to contribute to the junior high school math teacher algebra teaching method innovation by discussing the geometric intuition teaching design in their teaching.In this paper, the method of literature research method, analytical method and case analysis are used to analyse the geometric intuition related concepts, geometric algebra teaching design basic requirements, methods and means, each teaching design were studied, and assited by interviews a preliminary inspection of the case teaching design.The main body of the paper is divided into three parts.The first part, the definition and theoretical basis of geometric intuition teaching design. Through the literature analysis, reference scholars understand the geometric intuitive research from different angles, such as psychology, philosophy and mathematics, to curriculum standards and its interpretation as the foundation.I define the geometric intuition in new learner view. With the combination of concrete and abstract, intuitive teaching principles as the theoretical basis of geometric intuitive teaching design, analysis of geometric intuitive teaching theory.The second part, combined with the case, the algebra teaching of junior high school geometry intuitive teaching design research. According to the principle of visual teaching, the combination of abstract and concrete analysis, curriculum standards, first of all, to explore the basic requirements of Algebra Teaching in junior high school based on geometric intuitive teaching design. Secondly, inductive methods and ways of junior high school algebra geometric intuition teaching design, one is to master the basic graphics, basic graphics to construct complex graphics; the the other one is guide students to draw intuitive graphics, cultivate their drawing thinking habits; thirdly, by means of geometric intuition graph is transformed into a problem of algebra andvisually analyze the relationship between the graphics; the fourth is pay attention to mathematical practice, cutting, spell, folding, intuitive geometric graphics; the fifth is to symmetry, folding, unfolding to analyze geometrically intuitive graphics, highlighting the intuitive graphical effect. Finally, to explore the junior high school algebra teaching design based on geometric intuition.The third part, the design of geometric intuition teaching case. Combination of theoretical analysis and geometrically intuitive teaching design take the Beijing Normal University Edition "factorization" "with the method solution of a quadratic equation" "quadratic function of the application of maximum value problems" teaching content as example; forming teaching design and analysis of design intent. Take the Shapingba District, Chongqing University City the second grade teachers and students as the object of the investigation, with teachers and students questionnaire to solicit the teacher of case design views and suggestions, combined with student questionnaire feedback,modify and improve the design case.