The Study On The Teachers’ Intervention On The Influence Of Relational Thinking Of Pupil Student In The Jigsaw Activity

“Compulsory Education Mathematics Curriculum Standard”(2011)has required the pupils to use some geometry;Trough the observation and operation,to know the Plane Geometry and the relationship between various geometry elements solution in the graph,So it is meaningful for the elementary school students to carry out the activities of the paper folding and stitching images and it can promote the development of thinking in the activity and be as an important goal of mathematic teaching.This article first to define the concept of the teacher intervation and the relational thinking.Researchers has carry out the activities of paper folding and stitching images in many primary schools in Chongqing,and divided the relational thinking into three levels combining the theory and the practical activities.Then coding the timing and the ways of the techer’s intervation.This study selected three kinds of basic and typical practical activities.Then video recording the three kinds of the activities of Jigsaw activities in a school which I choose two fifth-grade students as the research object.Through classroom observation and the classroom teaching video dialogue to collect data,to study the relationship between the thinking behavior and the teacher intervention through thinking aloud method and video study method.Come to the following conclusions:(1)The relational thinking of pupil student in the activities present three levels.In the early jigsaw activities, students can only use the relationship between the edge and the edge of the graphics board to test the group to fight,Rotate and turn geometry board without destination.Their relational thinking is at the level of 1.(2) After some activities,students can rotate and flip the geometry purposefully,Can gradually take into account the way to assembling of the angle,use the relationship between corners synthetically.Their relational thinking is at the level of 2.(3) In the late activitis,students can assembling with the operation methods of other puzzles,can consciously find the relationship between the edge of the graphics board to complete the puzzle,and summarizes all ways.Their relational thinking is at the level of 3.(4) Teacher observe students’ operating behavior in the activity.When students are wrong,they use the way of he auxiliary problem to implement the intervention.By asking questions, it cause students to think and correct promptly.(5) When teacher found no progress in the student’s puzzle operation,she start prompt intervention,include taking the form of "demand explanation", "auxiliary problem", "deep problem" and other forms of intervention.In the end, the relational thinking can be raised to the level of the 3 stage.(6) When the student is clear about completing the puzzle,teacher mainly take the form of "requirements interpretation" and "deep problems" to implement the intervention. Finally,the relational thinking can be raised to the level of the 3 stage.(7) The effective intervention is that non language intervention should be combined with language intervention and implement together.Picture demonstration combined with the intervention of the auxiliary problem and supplementary explanation combined with the intervention of operation demonstration can improve student’s relationship thinking level.