| The congruent triangle is one of the important contents of the geometry discipline.It is the basis for students to learn plane geometry knowledge and an important foundation for learning solid geometry.The content of congruent triangles has not been deleted in all mathematics texts from 1951 to 2013,but has been refined and optimized,so its status in textbooks is irreplaceable.The congruent triangle content is the beginning of the student's learning logic reasoning.The junior high school stage is the initial stage of the student learning geometry.The congruent triangle is also the basis of the other plane straight that the students learn,and its importance is self-evident.Therefore,it is of great significance to sort out the research on the setting of congruent triangle content in textbooks.In this paper,12 sets of geometric(mathematics)textbooks published by the People's Education Publishing House since the founding of New China are the main research objects.According to the different requirements of the syllabus(curriculum standard)published in different periods for the content of congruent triangles,This paper analyzes the setting of congruent triangle content in 12 sets of textbooks by means of literature research and comparative research,and explores the changing process of the content of congruent triangles in textbooks.It provides a certain reference for the preparation of this part of the textbook,and enriches it.First of all,according to the requirements of this part of the syllabus(course standard)in different periods,combined with the background of the times,a comprehensive overview of the chapter setting and knowledge programming system of the congruent triangles in 12 sets of textbooks,and the analysis of the characteristics,from the macroscopically Changes in the chapters and content layout system of congruent triangles.Secondly,it discusses the introduction of congruent triangle concepts and theorem,the form of expression,the proof of theorem,the variation of the number and type of examples,exercises,and analyzes the difficulty of the problem with the difficulty model of Bao Jiansheng.It mainly analyzes the content presentation,increase and decrease,and content changes,and clarifies the characteristics and causes of change,and presents the change of specific knowledge from the micro level.Thirdly,the conclusions of the change of the congruent triangle content from 1951 to 2013 are obtained:(1)The concept introduction is gradually diversified,the introduction method in the textbook has experienced the process of “no introduction—literary introduction—the introduction of practical problems—the combination of practical problems and life”.The process of introduction is more closely related to the actual life of the students;(2)More and more refined and rigorous in the expression of concepts and theorems,refined content,and introduced symbolic language,the content presentation method adopts text language,graphic language and symbolic language.The combination of the characteristics of the simplicity of mathematics;(3)Theorem proving method has experienced the process of "folding law theory-stacking law to guide the use of ruler proofing",it's more rigorous,more attention to students' way of thinking and experience;(4)Cases and Practice questions has experienced changes from “from scratch,from increase to decrease”,and the types of examples and exercises are more targeted and exemplary;while the difficulty of the exercises gradually becomes more reasonable,adapting the original under-sufficient reasoning The difficulty of proving the ability of the exercises,more and more prominent the training of the corresponding ability of the congruent triangle chapter.Also in the number has become more rational,comprehensive highlight,delete duplicate questions,closer to the development needs of students.Finally,the authors give suggestions for the study of the congruent triangle content in 12 sets of textbooks. |
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