Research On The Lesson With Heterogeneous About The Theorem Of The Sum Of The Interior Angles Of A Triangle

the knowledge is relatively stationary through math teaching,however,there exists selective room in various ways for how to transfer the certain knowledge with the differences of teachers' teaching concepts,prefixed teaching targets,teaching experience gained,understanding certain natures of mathematics,cognitive styles of figuring out students faced with certain knowledge and the intentions of forecasting students' psychological activity faced with new knowledge.Different teaching designs take totally different effects on the educative values of mathematics and the promotion of students' quality development.This thesis does a systematical research on the design activities of the lesson with heterogeneous about the theorem of the sum of the interior angles of a triangle by the means of documentary study,classroom observation and behavior study.It is divided into four chapters.Chapter 1.Introducing the related lesson study about the design activities,purposes,significance,contents and methods,which give readers the first understanding.Chapter 2.Introducing the concept,theoretical basis,significance and value of the lesson with heterogeneous.Chapter 3.Experimentally researching the lesson with heterogeneous about the theorem of the sum of the interior angles of a triangle on the teaching design.Chapter 4.deficiency,expectation and conclusion of the thesis.In this paper,the research on the lesson with heterogeneous about the theorem of the sum of the interior angles of a triangle is the result of the learning theory and teaching experiences in the writer's opinion and it is operational.Teachers can choose the teaching design of the lesson with heterogeneous flexibly according to the teaching contents to make teachers and students improve each other in a relaxed,harmonious and positive atmosphere.The teaching design of the lesson with heterogeneous about the theorem of the sum of interior angles of a triangle is referred to for the first time in a plane geometry of junior math,in which the theorem is proved by adding auxiliary lines.The lesson designs how to guide,inspire students to have the thinking activities of improving geometry propositions using geometry theorems or axiom,carries out research studies to guide students to gradually discover and experience the process of improving theorems and then make the foundation of proving geometry propositions using theorems later.