Research On The Application Of Mathematical Experiments In The Teaching Of "graphics And Geometry" In Junior Middle School

In the field of “Graphics and Geometry” in junior high school,due to the characteristics of geometric knowledge and teaching needs,the textbook has designed a number of mathematical experiments here.It is hoped that through mathematics experiment teaching,students will experience the process of observation,experiment,guess,induction,etc.The students cultivate the geometric intuition ability,spatial imagination,hands-on ability,etc.,but in the process of experiment application,the teachers emerge in an endless stream,failing to play the true effect of mathematics experiments and achieve the purpose of cultivating students' abilities.Based on the above reasons,the research topic of this thesis is as follows: the application of mathematics experiments in the teaching of “Graphics and Geometry” in junior high school.This paper mainly uses literature method,classroom observation method and comparative analysis method to conduct research.First of all,through the relevant literature,to understand the current state of mathematics experiments and "graphics and geometry" research,related background,etc.Secondly,from the perspective of mathematical experimental materials and mathematical experiment types,the mathematics experiments in the field of “Graphics and Geometry” of Chinese junior high school mathematics textbooks are statistically analyzed,classified and analyzed(taking the textbook of Beijing Normal University as an example).Then,each type of experiment selects a typical case for case study.Each typical case selects three teachers,and conducts in-depth classroom observation from the introduction,description,guidance,design and evaluation of the experiment.Finally,based on the observations,a comparative analysis of the teachings of the three teachers leads to conclusions.Through research,it is found that most teachers will make secondary designs for the experiments presented by the textbooks.Different teachers have differences in the introduction of experiments,language description,design,guidance,evaluation,etc.The teaching of experienced teachers is more convenient in these aspects..In addition,due to various differences,some teachers have many problems when teaching.(1)In the use of mathematical experimental materials,some teachers did not understand the intent of the textbook,and there was a problem of blindly adding or deleting experimental materials;some teachers have the problem of using experimental materials bluntly,ignoring the connection between knowledge and life.(2)For different types of mathematical experiments,the problems that teachers have in teaching are as follows:When conducting demonstration experiments,some teachers introduced inappropriate methods and did not stimulate students' interest in learning.Some teachers described the purpose of the experiment as not enough concise;some teachers' questions were not directed and directional;Some teachers' presentations are not clear and intuitive,which makes the students' experimental observations not clear enough;some teachers did not explicitly treat certain demo content according to the students' cognitive level and the intention of the textbook.During the operation experiment,some teachers designed the experimental process logic to be not strict enough,and did not consider the relationship between before and after knowledge;some teachers did not give proper guidance when the students made mistakes;Some teachers did not clarify the focus of the experiment when using the experiment;some teachers did not give students the opportunity to do hands-on operation.During the creative experiment,some teachers designed more experimental tasks,and students' thinking could not be focused;some teachers assigned the team members with unreasonable creative tasks;some teachers did not help students to review or establish similar activities before the students created,guiding students to create;Some teachers have a more serious attitude when students show results,and lack of encouraging language,which is not conducive to stimulating students' creative enthusiasm;and most teachers lack the evaluation of the student's creative process,more emphasis on the results of the creation This is not conducive to improving student thinking.Moreover,most teachers lack evaluation of the student's creative process,and more emphasis is placed on the creative results,which is not conducive to perfecting students' thinking.In this regard,this paper gives suggestions on the application of mathematical experiments in the field of “graphics and geometry” in junior high school from five aspects: experimental introduction,experimental language description,experimental guidance,experimental design and experimental evaluation.