Analysis And Elimination Of Thinking Obstacles In Junior High School Students' Geometry Learning

The knowledge of plane geometry has always been a difficult point for junior high school students to learn,and it is also the key content of senior high school entrance examination.How to develop students' geometric thinking in the process of plane geometry teaching is an unavoidable topic in middle school education.Based on the previous research results,this study investigated the obstacles of junior high school students' plane geometry thinking,and put forward corresponding solutions according to the investigation results.First of all,this study summarized the previous research results on junior high school students' thinking disorder,and got a preliminary understanding of the concept,types and causes of geometric thinking disorder.In the process of literature investigation,we made clear the core issues of the research,designed the general ideas of the research,improved the main structure of the research,determined the main research methods and verified the reliability and validity of the research.On this basis,we formulated,revised and distributed the test paper and questionnaire for junior high school students' geometric thinking disorder.Secondly,this study takes 204 students from a junior high school in XZ as the research object,and investigates the present situation of geometric thinking disorders by distributing questionnaires and test papers.Through the analysis of the survey results,it is found that junior high school students have the following kinds of thinking disorders in the process of geometry learning:conceptual understanding disorder,emotional disorder,map recognition disorder,reflective cognitive disorder and thinking quality disorder.The specific research shows that conceptual understanding disorder is mainly manifested in the incomplete understanding of knowledge points,Lack of language representation ability.Emotional barriers mainly include students' lack of interest in geometry knowledge and self-confidence.The obstacles of recognizing graphs are mainly manifested in their weak awareness and ability of geometric transformation.The discussion on reflective cognition and thinking quality focuses more deeply on students' self-regulation strategies in the learning process.Then,the author combines the investigation results of the previous test paper and the later questionnaire,and attributes the students' wrong questions,and finally analyzes the reasons for the students' obstacles:?they don't pay attention to the study of geometric concepts;?Students don't have good study habits,and the gap between internal and external motivation is too large;?Students lack the necessary exercises of graph decomposition and variation;?Insufficient penetration of mathematical thinking methods in the teaching process;? Students' thinking insensitivity caused by inertia of thinking;A negative mindset.Finally,according to the analysis of the causes of learning disabilities in geometry,the author puts forward corresponding correction strategies for each dimension:? Concept understanding dimension:strengthening concept teaching to help students form geometry knowledge structure;Expand variant teaching and highlight the essential attributes of concepts.? Emotional factors dimension:cultivate students' interest in learning and enhance their self-confidence.?Graphic recognition dimension:teachers should pay attention to the teaching of basic graphics and cultivate students' spatial imagination ability.?Reflective cognition dimension:guide students to summarize and reflect in time and focus on cultivating students'divergent thinking.?Thinking quality dimension:cultivate students' awareness of geometric reasoning;Strengthen the special training of thinking.