Studies On The Difficulties Of Understanding The Geometric Transformation And The Teaching Strategies Of Junior Middle School Students In Shanghai

The development of geometric transformation thought in the process of modernization education occupies an extremely important position because geometric transformation thought makes the geometric demonstration with uniformity and regularity. However, no matter from the standard, content, implementation, acquisition of the curriculum to the results of past years' examinations, geometric transformation undoubtedly changes from simple easy to operate in the beginner to the difficulty of the high school entrance exam. This thesis carries out research on the difficulties of understanding of geometric transformation and the corresponding teaching strategies of junior middle school students in Shanghai.Quantitative analysis is based on the research framework combined with Bruner's understanding representation theory and Byer's understanding hierarchy theory and SPSS. Qualitative analysis is based on interviews of students and teachers. Thus eliciting the following difficulties of understanding the geometric transformation of junior middle school students in Shanghai:1. Simplification, mechanization of conception understang; lacking of representation2. Internal and mutual relational clutter between rotational symmetry and axisymmetric symmetry3. Understanding contradiction of the relationship between lattice drawing and off-lattice drawingThe mainly causes of these difficulties are the confusing of the concepts, unidirectional understanding of the relationship, various description of the problems and the implicit association between different grades.Finally in this thesis, studies on the teaching strategies are carried out and teaching suggestions are also included:emphasizes the natural association and difference between internal and mutual conception, enhancing understanding with the aid of multimedia software, introduction of off-lattice drawing to comprehend intensely, reasonally organizing the teaching material, interpenetrating, developing implicitly association, and putting forward corresponding suggestions on curriculum standard.