Teaching Research On Dynamic Geometry Problems Of Middle School Students Based On SOLO Theory

This paper collects and sorts out the real questions for the college entrance examination for the past five years in cities of Shandong Province.It is found that more than half of the real examination papers have dynamic geometric problems,and most of the questions are arranged in final questions which shows the importance and difficulty of the question type.Knowledge and topics related to dynamic geometric problems often appear at the junior high school,and they are often combined with knowledge points such as equations,triangles,coordinates,quadrilaterals,functions,and so on.Its comprehensiveness determines that dynamic geometric problems are more difficult and flexible,and it is difficult for students to understand and the score rate is generally low.And so far,there is no systematic and clear education standard,there are no specific chapters in the textbooks of middle schools,and they rarely appear in the textbook after-school exercises.It is difficult for teachers to carry out teaching.Furthermore,dynamic geometry problems are very flexible and the knowledge points are complex and changeable,and it is difficult for teachers to concentrate on teaching.Therefore,there is a certain amount of trouble for teachers in teaching,but because students have a poor grasp of dynamic geometry problems,teaching is imperative.In order to study the teaching scheme of dynamic geometric problems,the author also refers to an important theoretical basis.Through the research and summary of SOLO classification theory,this paper finds that SOLO classification theory can not only evaluate the difference in the amount of student's cognition but also measure the students' The qualitative difference is the most important theoretical framework of this article.Whether students can learn mathematics well depends on the efficiency in the classroom.Good teaching design by teachers can effectively improve the efficiency of students in class.Therefore,in order to enable students to better understand dynamic geometric problems,the author,under the guidance of SOLO classification theory,combined with the students' current level of cognitive development,designed a special course teaching design suitable for students to learn dynamic geometric problems and applied it to practice.And,using the SOLO classification theory to evaluate thestatus of the students' dynamic geometric problems and the experimental results,the research has drawn the importance of dynamic geometric subjects.This article briefly expounds the research background,purpose,methods,and framework of the thesis.It mainly explains the background and reasons for choosing dynamic geometric problems as the research object and SOLO classification theory which is the theoretical basis.Then it briefly introduces the main content of SOLO classification theory and the definition of dynamic geometric problems,as well as the domestic and foreign research review and status of the two.Next there is the core of the whole thesis.The questionnaire survey is used to analyze the current situation of the 9th grade students' understanding of dynamic geometric problems and some related issues.The evaluation is based on SOLO theory,which provides valuable reference for subsequent experimental research.The next step is to apply SOLO classification theory to every link of dynamic geometry teaching design,including teaching goals,teaching difficulties and so on.In order to design a complete dynamic geometry subject teaching design,and experiment in the two classes I practiced,I concluded that the dynamic geometry subject can effectively improve the students' SOLO thinking level,and it can judge students' progress better and more clearly.The last chapter of the article is the research summary and research outlook of this article.At the same time,it also gives valuable advice to teachers based on the conclusions.