Investigation And Research On Junior Middle School Students' Similar Triangle Learning

Geometry course and teaching have always been the focus of mathematics education research.As an important content in geometry courses,similar triangles are widely concerned by mathematics teachers and junior high school students,and also occupy a place in the middle school entrance examination.It can be said that the similarity triangle is an important turning point for middle school students from the identity transformation graph to the similarity transformation graph,and it is also a hot and difficult point in junior high school mathematics teaching.How to improve the effectiveness of similar triangle classroom teaching,how to break the barriers of junior high school students to similar triangle learning,and so on,are the problems that need to be solved urgently in our current junior high school mathematics teaching.This paper selects 4 middle schools in Hongta District,8 students are all from grade 9.The paper studies the learning situation of similar triangle in the junior grade students by the methods of research literature,interview with teachers,interview with students,and then classifies and analyzes the learning obstacles encountered by the students.Through comparative analysis of the test papers before and after,it is found that students' scores have been significantly improved.Finally,the corresponding teaching strategies are put forward.Teaching design and empirical research have realized the teaching reference value and practical guidance significance for similar triangles.The study found that the main obstacles affecting the learning of similar triangles in junior high school students are:(1)Reasoning ability: the conditions and conclusions of the thesis are not clear.There is no proper choice or use of theorems and lack of strict thinking and nonstandard expression;(2)Space conceptual: the ability of recognize the map is weak and the space imagination is poor;(3)Ability to reflect: can't reflect on the answers and expand the way to think;(4)Management of wrong questions: can't effectively understand the management of the wrong questions or the meaning,can't learn from the wrong questions.Aiming at the above learningdisabilities,combined with the learning status of junior high school students in the region,teaching design was carried out from the concept and proposition of similar triangle,and corresponding countermeasures were proposed:(1)Strengthen the teaching of the concept of similar triangle.Create reasonable teaching situation,explore the definition and nature of similar triangle;(2)Strengthen the training of reasoning skills,introduce similar triangle proposition teaching;(3)Strengthen reflection teaching,pay more attention on knowledge expansion;(4)to make much more strictly on management of wrong questions,and get a deeper understanding of the content.This research not only has important guiding significance for enriching and improving the teaching theory of mathematics and geometry in middle schools,but also has certain reference value for guiding the teaching practice of mathematics in middle schools,improving teaching methods and improving students' thinking level.