Attribution Analysis And Countermeasures Of Common Errors In The Use Of Geometric Language By Junior High School Students

Plane geometry is a very important part of junior high school mathematics and a compulsory part of the entrance examination.The study of geometry knowledge can promote and improve students’visual imagination and reasoning ability.As the carrier of geometric knowledge,geometric language plays an important role in communicating students’internal thinking and external expression.and also affects students’ interest and confidence in geometric knowledge learning.It can be said that whether junior high school students can learn plane geometry well depends largely on their use and mastery of geometric language.Firstly,this paper introduces the background of the research,and determines the appropriate research methods according to the research questions.Secondly,the relevant theoretical basis of this paper is elaborated and introduced.Finally,the research on geometric language by scholars at home and abroad is summarized.In the specific implementation part,in order to understand the current situation of junior high school students’use of geometric language,this paper combines the interpretation of the new curriculum standards and the analysis of relevant literature to develop the corresponding test questions.Lastly,100 students in two classes of Grade 8 of a Middle School in Xi’an were selected as samples for the formal test.Based on the analysis of the survey results of the Test Paper of Junior High School Students’Geometric Language Knowledge,this paper summarizes the types of errors in the use of Geometric Language by the students from three parts:the written language,the symbolic language and the graphic language.In view of the students’errors,through investigation and interviews with front-line teachers,this paper analyses the causes of students’ errors from two aspects:teachers’teaching methods and students’ learning habits.Finally,aiming at the common errors in the use of geometric language,combined with the reasons analyzed,the teaching strategies to reduce the common errors in the use of geometric language of junior high school students are put forward from the following three aspects.The specific teaching strategies are as follows:(1)The teaching strategies for the use of written language are as follows:① starting from the details,promoting the formation of students’good habits;② strengthening the interpretation of concepts,deepening students’ understanding of knowledge;③ strengthening the translation and transformation among the three languages.(2)The teaching strategies for the use of symbolic language are:①strengthening the interpretation of the meaning of symbolic language;②strengthening the distinction between confusing symbols,③ deepening students’symbolic system;to strictly regulate the writing of symbols,and to strengthen the accuracy training of language.(3)The teaching strategies for the use of graphic language are:①strengthening students’drawing exercises,emphasizing the standardization of drawing;②paying attention to the differences of thinking among students.and analyzing the thinking of solving problems from multiple perspectives.At the end of this paper,the conclusions of the research are summarized.and explains the shortcomings and prospects of this paper.The work done in this paper hopes to arouse the attention and attention of front-line teachers to geometric language,and also hopes that these suggestions can provide guidance for middle school mathematics teachers.