| Geometry is one of the four major components of the junior high school mathematics curriculum,which is a major teaching point for teachers and an even more difficult learning point for students.In order to help front-line teachers to conduct targeted teaching,improve teaching effectiveness,and promote students' thinking development,this research focuses on geometry learning obstacles and their causes,and further corrects learning obstacle cases with action research.The paper mainly uses "graphical similarity" as a carrier,prepares a geometry content test and an interview outline,and adapts a geometry learning affective attitude questionnaire,uses it in a practical survey,and analyzes the results.Then,we screened the cases for learning obstacles,used action research to correct them,and explored the correction methods.On the one hand,geometric learning obstacles were analyzed.Firstly,based on the test papers and questionnaires,geometry learning obstacles were identified as cognitive and affective disorders.Cognitive impairments include memory,comprehension,thinking and manipulation disorders,and affective disorders include motivation,beliefs and psychological disorders.Secondly,all students were found to have different types and degrees of learning obstacles.Analyzing the test papers,the rate of impairment was obtained as 60.84%,which indicated that the cognitive impairment was more serious.Analyzing the questionnaire,78.32% of the students had geometry affective disorders,indicating a less positive affective attitude toward geometry learning.Finally,multiple factors were found to combine to form geometry learning obstacles.In the test paper,significant differences in cognitive impairments existed among students in different teacher-taught classes and at different levels;combined with interviews,it was determined that the causes of cognitive impairments formation included students' limited thinking,poor basic knowledge and poor study habits,teachers' neglect of knowledge generation and review,lack of attention to demonstration and instruction,and geometry's own characteristics.In the questionnaire,there were significant differences in students' affective attitudes toward geometry learning among different levels,genders,grades,after-school study time,and different levels of teacher encouragement;combined with the interviews,it was determined that the reasons for the formation of affective disorders included students' lack of interest and confidence,low sense of efficacy,negative psychological cues,and the negative influence of the external environment.On the other hand,we screen cases with cognitive and emotional disorders and develop intervention plans.The cognitive impairment cases are corrected by supplementing basic knowledge,analyzing the principles of knowledge,finding thinking blockage points,breaking thinking confinement,and changing bad study habits.Similarly,we can correct emotional disorders by resolving resistance,building rapport between teachers and students,clarifying the value of mathematics,stimulating interest in learning,enhancing success experience,improving self-efficacy,and consolidating interest in learning.Based on the above study,the following conclusions were obtained: 1.cognitive impairments are more serious and the emotional attitude of learning is not positive,2.students,teachers,geometry own characteristics and external environment together form geometry learning obstacles,3.teachers and students working together can effectively correct geometry learning obstacles.The reasons for the formation of obstacles and the correction of the cases were synthesized,and revelations were drawn:correct guidance and active cooperation to eliminate emotional obstacles;focus on knowledge generation to overcome understanding obstacles;strengthen learning method guidance to break through thinking obstacles;consolidate basic knowledge to avoid memory obstacles;pay attention to personal demonstration to avoid operation obstacles. |
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