Research On Geometry Proof Teaching In Junior High School Based On The Concept Of "Three Education"

"Compulsory Education Mathematics Curriculum Standards(2011Edition)" puts forward: "In the mathematics curriculum,we should pay attention to the development of students' sense of number,symbol awareness,space concept,geometric intuitiveness,data analysis concept,computing ability,reasoning ability,model thinking,application Consciousness and innovation awareness." Among them,the three mathematical abilities,including spatial concept,geometric intuition,and reasoning ability,can be cultivated through geometric proof,which shows their importance.Professor Lv Chuanhan of Guizhou Normal University puts forward: The educational concept of teaching thinking,teaching expression and teaching experience(referred to as "three teachings")in mathematics teaching promotes the cultivation of students' core qualities.The author intends to carry out an in-depth investigation on the mathematical thinking,mathematical expression,and mathematical experience of junior high school students in the geometry proof classroom teaching,and explore the teaching strategies of applying the "three teachings" to the geometry proof classroom,so as to promote students' understanding of junior middle school geometry proof And learning,for the purpose of providing some teaching reference for front-line teachers.This research uses literature research method,questionnaire surveymethod,teacher interview method,micro experiment method and other related research methods.The author understands the status of junior middle school geometry proof teaching and learning through questionnaire surveys and interviews,as well as the situation of mathematical thinking,mathematical experience,and mathematical expression in teaching.The results are as follows:The specific circumstances of students' "learning" geometric proof: 1)Students do not understand concepts,properties,and theorems.When using related content to solve problems,they often cannot find the corresponding theorems.2)When solving the geometric proof problem,it is not possible to draw relevant graphics according to the intention of the question.3)Encounter difficult geometric proof questions,will not reason,have confused thinking,and don't know how to get started.4)There are certain ideas for the geometric proof problem,but the complete proof process will not be written.5)In the process of proof,the cause and effect relationship is chaotic,and the conclusion is wrong as the condition,repeated argumentation and other issues.6)When solving problems,it is easy to have a fixed mindset.The specific situation of the teacher "teaching" the geometric proof:1)Do more questions,think more,through the exercises training,familiar with the related concepts,nature,theorems.2)Read more example questions on the book and imitate the format of the certification in thetextbook to write the certification process.3)To solve the geometric proof,first let the students express their general ideas by "speaking",and then write them on the draft,and then write the proof process according to the answers.In mathematics thinking,teachers usually train students to think through exercises,which are relatively simple,and students' ability to think actively is weak.In terms of mathematical experience,the knowledge of geometric proof is relatively abstract,and teaching activities cannot allow students to intuitively experience the production of related concepts,theorems,and properties.In terms of mathematical expression,the use of mathematical language is not standardized,the problem-solving steps are incomplete,and they cannot express their thoughts.Based on the results of the questionnaire survey and interviews,the author proposes a strategy for geometric proof of junior high school based on the concept of "three teachings" :"Teach thinking" strategy: Cultivate independent thinking and develop thinking ability;strengthen variant teaching to prevent thinking stereotypes;carry out group discussions and promote cooperative learning."Teaching experience" strategy: set up hands-on operation to get direct experience;skillfully set the problem gradient to experience the joy of success;interact in multiple ways to generate different experiences."Teaching expression" strategy: create a relaxed and pleasant classroom atmosphere and encourage students to express;pay attention to the translation of mathematical languages and promote accurate expression;reduce the formalization of geometric proofs and present a variety of expressions.Finally,the author chooses the "Congruent Triangle" section to apply the proposed teaching strategy to this section,compile instructional design,and carry out mini-teaching experiments.After the experiment,the two classes were tested at the same time.The SPSS software was used to analyze the test scores of the two classes.The test scores of the experimental class were significantly higher than those of the control class.Furthermore,the geometric proof strategy proposed based on the concept of "three teachings" can promote the learning of geometric proof in junior high school.