The Investigation On The Current Situation Of Geometry Reasoning Ability Of Eighth Grade Students And Countermeasures

Geometry is an important part of Mathematics education.The New Course Standard in our country emphasizes on making use of the educational value of Geometry to improve the students' geometrical reasoning capabilities.The teaching of Geometry is not only the important point but also the difficult point of the education in Junior Mathematics.It's a big challenge to the maths teachers who work in the front-line.During the teaching process,only when the teachers know about their students' geometrical reasoning levels well can they teach the students in accordance of their aptitude.The aim of this research is to probe into the distribution in geometrical reasoning level of the Grade 8 students.It adopts the documentary method,educational measurement method,questionnaire survey,interviewing method and it's based on the theoretical framework of Fan hill's theory of geometric thinking to organize tests to survey geometrical reasoning capabilities.This research chooses 347 students of Grade 8 from one town as the study objects.It studies if there exists differences among the Grade 8 students' geometrical reasoning capabilities from different classes and genders.According to the analysis of the test results and the interview of the front-line teachers and students,there comes to the following relevant conclusions of this research:First,the five level distributions of the geometrical reasoning are the visual recognition,analysis and description,informal deduction,formal logic inference and rigor.The accuracy of the Grade 8 students in this the five levels are 91.60%?80.80%?67.20%?46.00%?28.20%.Second,the percentages of the number of the Grade 8 students in this the five levels are5.48% ? 10.09% ? 49.86% ? 19.31% ? 10.37%.Besides,there are 4.90% having the wave phenomenon.It suggests that the Grade 8 students' geometrical reasoning level mainly focuses on the Level 3,that is,the geometrical reasoning level is in the primary level.Third,there is no significant difference between the boys and girls on the whole and the visual recognition of the geometrical reasoning capabilities.Fourth,different classes' students' accuracy of all the levels of the geometrical reasoning has positive correction with their usual study marks.The classes with good marks have more students in the distribution of high level mind.There is significant difference between the different classes' students on the whole and the visual recognition of the geometrical reasoning capabilities.Based on the above research,in order to better improve the geometrical reasoning capabilities' development of the Grade 8 students,the author put forward the following suggestions.First,study and integrate the teaching materials,develop the suitable Geometric teaching models for different students of different levels,and teach the students in accordance of their aptitude.Second,teachers are suggested to learn the Attribution Analysis Theory,lead the students to have attribution analysis actively and arouse the enthusiasm of the students to make students have a correct judgement to their study's success and failure so that they can take efficient measures.Third,optimize the teaching of the maths theorem,strengthen the training of the word language ? graphic language and the transforming that suits the language,and normalize the writing of the geometry language and the geometric problem solving process.