The Teaching Research Of Dynamic Mathematics Technology Into Dynamic Geometry In Junior Middle School

With the advent of education information 2.0 era,the integration of dynamic mathematics technology and traditional teaching classroom is gradually deepening.?The outline of national medium and long term education reform and development plan(2010-2020)?points out that "it is necessary to improve teachers' application of information technology,update teaching concepts,improve teaching methods and improve teaching effect.Encourage students to use information means to study actively and independently,enhance the ability of using information technology to analyze and solve problems,and advocate the use of information technology in the classroom to improve the classroom effect.".The application of information technology in solving subject problems and improving teaching methods has become an important issue in education reform,and the deep integration of dynamic mathematics technology and mathematics teaching has become a research focus.In the examination of "geometry and Algebra",the teaching of dynamic geometry is difficult because of its strong comprehensiveness,strong variability and flexible way.Traditional teaching,because of the limitations of the exploration environment and technology,is difficult to analyze the problem-solving ideas of dynamic geometry.The integration of dynamic mathematics technology has changed the way students analyze and solve problems.However,in the current research,there is less research on the integration of dynamic mathematics technology and dynamic geometry,and more research on the current situation and problem-solving strategies.Based on the above thinking,in order to improve the traditional classroom situation and effectively cultivate students' geometric intuitive literacy,this study takes Polya's problem-solving theory and mathematical multiple representation theory as the theoretical basis,and uses Hawgent dynamic mathematics software to explore the teaching design and application strategy of dynamic mathematics technology integration of dynamic mathematics problems,so as to provide a reference for the teaching of dynamic mathematics technology integration into mathematics classroom This paper provides reference and suggestions.This research is carried out from two aspects: theoretical research and practical research.In the theoretical research level,first of all,consult the relevant literature,collect and sort out the relevant literature of "dynamic geometry problem" and "dynamic mathematics technology" at home and abroad,and summarize the current research status,research results and research problems from multiple perspectives.Secondly,the theory of Polya's problem-solving theory and the concept of mathematical multiple representation are discussed,and the teaching strategies of dynamic mathematics technology integrating with dynamic geometry problems are put forward:(1)highlight the key information and clarify the essence of the problem;(2)question chain questions to inspire and analyze the problem;(3)experimental exploration and verification to infiltrate mathematical ideas;(4)show and exchange solutions to share mistakes and omissions(5)mind map summary,strengthen the use of a topic;(6)pay attention to the changeability of a topic,promote the transfer of innovation;and,for each strategy to analyze specific examples.Finally,according to the teaching strategy and with the help of Hawgent dynamic mathematics software,a series of dynamic geometry teaching design research is carried out.At the level of practical research,the experimental class adopts dynamic mathematics technology and dynamic geometry problem teaching,while the control class adopts traditional "chalk + blackboard + PPT" teaching.In addition,through the experimental closed test,questionnaire survey and front-line teacher interviews and other research methods,this paper tests the effect of dynamic mathematics technology integrated with dynamic geometry teaching strategy,and discusses whether the teaching strategy has an impact on students' mathematics learning performance,mathematical problem-solving methods and mathematical emotional attitude.