A Survey Of Similar Triangle Learning Disorder In Grade Three Students In Junior Middle School In G County

Similar triangle is a core knowledge point in plane geometry learning in junior middle school.It makes the turning point of junior middle school students from learning identical transformation graphics to learning similar transformation graphics,which plays an important role in geometric learning.However,due to students' fear of difficulties in learning geometry knowledge and that most of the students in county G are of ethnic minorities,with a relatively weaker learning foundation,as well as the high requirements on the mathematical analysis ability and comprehension ability of students in learning similar triangles,it is easy for the students to form learning disabilities in understanding and reviewing the questions on similar triangles.So what learning disabilities do grade three students in junior middle schools have in learning similar triangles? And how can teachers deal with these problems? This paper investigated and analyzed the cognitive level and learning disabilities of grade three students in junior middle schools in county G in learning similar triangles,and tried to explore teaching strategies that were conducive to eliminating the learning disabilities of the students.It adopted research methods such as literature analysis,questionnaire investigation,and interviews,took 260 grade three students in junior middle schools in county G as the research objects,divided the students' answering level with the SOLO theoretical classification method,and found out the language barrier,emotional disorder of the students in learning similar triangles,as well as the understanding and application barriers of them in learning the definition,nature and judgement theorem of similar triangles.On this basis,it was found that the main reasons for the formation of the learning disabilities of the students are as follows:(1)Language factor.(2)Emotional factor.(3)Students did not pay enough attention to and did not fully understand the definition of similar triangles.(4)Students did not correctly understand the property theorem and judgement theorem of similar triangles.(5)Students' poor understanding ability led to the difficulty in extracting known information from questions.(6)Students were unable to use the auxiliary line to solve problems,and were lack of the ability to solve problems with mathematical thinking.Aiming at solving these learning disabilities with reasons analyzed as above,the following solutions were put forward:(1)Create a good language environment and encourage the students to speak more so as to improve their Chinese language level.Also,teachers should improve their class language to help the students of ethnic minorities to understand the knowledge points better.(2)Enhance students' learning motivation,stimulate their learning interests,improve their learning attitude,create a good learning atmosphere,in order to help them form a correct self-cognition and realize the importance of learning mathematics.(3)Create scenes and reveal the essence of concepts by means of practice;and apply a variety of teaching methods and means to help the students understand knowledge points from multiple perspectives.(4)Enhance students' learning and understanding of the shapes and mathematical symbols of similar triangles.(5)Make students experience the generation process of basic knowledge and help them to distinguish the difference and connection between similar triangle and congruent triangle by the teaching method of analogy.(6)Use the experiential teaching mode to make students knowledge explorers,and encourage them to make self-reflections and summarize learning methods and problem-solving steps.(7)Let the students experience the mathematics thought in the knowledge occurrence and development process.