Survey On The Understanding And Teaching Of “Pythagorean Theorem” Among Junior Middle School Mathematics Teachers

Pythagorean theorem is one of the most important contents in middle school mathematics.Teachers' understanding of Pythagorean theorem has a direct influence on teachers' teaching.The teaching of Pythagorean theorem by junior middle school mathematics teachers also reflects the current teaching situation of mathematical proposition.To study the knowledge level of junior middle school mathematics teachers about Pythagorean theorem and the classroom teaching situation,on the one hand,to understand the junior middle school mathematics teachers' knowledge level of "Pythagorean theorem",on the other hand,to know the junior middle school mathematics teachers about the classroom teaching situation of "Pythagorean theorem".The test finds that the junior middle school mathematics teachers' understanding of the content of "Pythagorean theorem" is not deep and comprehensive enough.Teachers' understanding level of "the simple history of the Pythagorean theorem" is not high,only 42.5% teachers can fully describe the simple history of the Pythagorean theorem;Teachers' understanding of "the discovery of Pythagorean theorem" needs to be improved.Most teachers have not experienced the exploration process of "from special isosceles right triangle to general right triangle".Teachers' understanding of "proof of Pythagorean theorem" is relatively one-sided.47.5% of teachers can only use the proof method of "zhao shuang string diagram" in the textbook,only a few teachers can prove the Pythagorean theorem by other methods,and 17.5% cannot prove the Pythagorean theorem.Teachers' understanding of "the application of the Pythagorean theorem" is quite good.67.5% of teachers can realize that the Pythagorean theorem is mainly used to find the distance between two points.Through classroom observation on a survey of junior middle school mathematics teachers teaching about "the Pythagorean theorem",through the organization form,ask questions,teaching key,when four dimensions compared the instructor in the Pythagorean theorem of simple history "" the discovery of the Pythagorean theorem" "proof of the Pythagorean theorem" and "the application of the Pythagorean theorem" the characteristics of the four links of teaching.Through classroom observation,it is found that teachers' teaching of "Pythagorean theorem" is different.Teachers have some problems in the teaching of "Pythagorean theorem",the teaching form is relatively simple,rely on textbooks for teaching,do not pay attention to "the discovery of the Pythagorean theorem" and "proof of the Pythagorean theorem" teaching.This paper designs a teaching case of "Pythagorean theorem",and puts forward some Suggestions on teaching of "Pythagorean theorem" :(1)teachers should improve their understanding of "Pythagorean theorem";(2)teachers should attach importance to the teaching design of "the discovery of Pythagorean theorem";(3)teachers should pay attention to the "method of proving Pythagorean theorem" based on students' cognitive level.