Research On The Present Situation And Countermeasures Of The Geometer’s Sketchpad Assisted Piane Geometry Teaching In Junior Middle School

With the rise and development of information technology,education has gradually entered the track of informatization.In order to meet the requirements of the times,mathematics teachers have also strengthened the learning and application of information technology,mastered multimedia technology and some commonly used mathematics teaching software,effectively used advanced teaching methods,and helped students understand and master abstract mathematical theories.The Geometer’s Sketchpad is an important and commonly used mathematics teaching software.The full use of The Geometer’s Sketchpad in the classroom can dynamically display the position relationship and motion change law of geometric objects,the accurate graphics required to make the topic,combine powerful calculation functions and accurate dynamic display functions,diversify and vividly abstract mathematics,stimulate students’ interest in learning,cultivate students’ mathematical thinking,improve the efficiency of the classroom,and provide a broad prospect for geometry teaching.However,for actual classroom teaching,the use of the Geometer’s Sketchpad is not high,and the use effect is not satisfactory,this article will investigate this phenomenon,find ways to solve problems,and let the Geometer’s Sketchpad play a real strength in plane geometry.Taking the teaching of plane geometry in junior high school as an example,this paper conducts research according to the following ideas: firstly,using the literature research method,through reading a large number of relevant literature,to understand the research status of the Geometer’s Sketchpad at home and abroad to assist the teaching of mathematical plane geometry in junior high school.Next,based on constructivist teaching theory,Bruner’s discovery learning theory,audiovisual teaching theory,and ausubel’s teaching theory,a questionnaire is compiled from five dimensions:students’ interest in the Geometer’s Sketchpad,the frequency of teachers’ use of the Geometer’s Sketchpad,the attitude and cognition of geometric drawing boards to assist teaching,students’ attitudes towards teachers using the Geometer’s Sketchpad to teach,and students’ suggestions for teachers to use the Geometer’s Sketchpad to teach in order to deeply understand the teaching situation of teachers using the Geometer’s Sketchpad to assist plane geometry.Conduct interviews with teachers and develop teacher interview outlines.Then,teachers and students from Qinggang Town Middle School in Qinggang County,Suihua City,Heilongjiang Province were taken as the research objects,and questionnaire surveys and teacher interviews were carried out,and at the same time,they went into the classroom to observe the current situation of teachers using the Geometer’s Sketchpad to assist plane geometry teaching.Through the above investigation,the author summarizes and analyzes the teaching status,mainly for the following six types of problems: teaching equipment equipment,teachers’ proficiency in the Geometer’s Sketchpad,students’ attitude towards teachers using the Geometer’s Sketchpad to teach,teachers’ attitudes towards the Geometer’s Sketchpad to assist teaching,teachers’ learning status of the Geometer’s Sketchpad,and teachers’ use of the Geometer’s Sketchpad courseware.In view of the above problems,the author summarizes nine teaching suggestions for improving teachers’ use of the Geometer’s Sketchpad to improve auxiliary plane geometry teaching: clarify the application principles of the Geometer’s Sketchpad,rationally combine the Geometer’s Sketchpad and blackboard writting,rationally use network resources,use fragmentation time to master the Geometer’s Sketchpad operations,carry out student-oriented inquiry-based teaching mode,pay attention to students’ feedback in a timely manner,provide students with opportunities to use the Geometer’s Sketchpad,organize training activities,set up the Geometer’s Sketchpad mutual aid groups,and clarify the combination of the Geometer’s Sketchpad and teaching materials.Reasonable combination of the Geometer’s Sketchpad and board book,reasonable use of network resources,use fragmentation time to master the Geometer’s Sketchpad operation,attach importance to the main position of students,provide students with opportunities to use the Geometer’s Sketchpad,and organize communication and training activities.