| Plane geometry has its intrinsic educational value,it is an effective way to cultivate thinking,an effective means to understand the world,etc..However,its content is abstract and complex,the learning stage is leapfrogging,there are many geometric concepts,and the application language is specialized,which makes students have various learning obstacles and teachers find it difficult to teach geometry;the new standard emphasizes the structural integration of teaching contents and meaningful knowledge structure,which should be taught deep into students’ psychology.Therefore,this paper applies the CPFS structure theory to geometry teaching to improve the quality teaching of junior high school plane geometry,improve teachers’ teaching of geometry classroom,improve students’ knowledge understanding,improve transfer application and problem solving ability.In this study,the literature research method was used to sort out the literature,and it was found that there were relatively few studies focusing on students’ psychology and knowledge structure in plane geometry research,and most of the studies on CPFS structure theory were focused on the application of high school level;then questionnaires,tests,and interviews were used to study plane geometry teaching and CPFS structure theory in practice;the experimental research method was used to conduct the teaching theory experiments.On the basis of theoretical and practical research,this paper proposes meaningful forms of organizing knowledge under the theory: intellectual hierarchical organization and methodological hierarchical organization;and proposes practical teaching principles and strategies: the principle of combining basic and developmental,the principle of combining connectedness and structure,and the strategy of combining consolidation and hierarchy;under the guidance of the principles,review and pre-reading strategies,multiple representation strategies,Under the guidance of these principles,we should use review and pre-reading strategy,multiple representation strategy,nature study and transformation strategy,variation teaching strategy and induction strategy to teach.Under the guidance of this theory,geometry teaching goes through three stages,including pre-determined,constructed,and completed,and classroom teaching goes through five processes,including review,inquiry,connection,transfer,and structure.Guided by theoretical research,this paper conducts an equal-group teaching experiment with the content of congruent triangles in Chapter 12 of the first book of Grade 8.This study concludes that: the structure of students’ CPFS is not perfect and is at a low to medium level;students do not pay much attention to the construction of knowledge structure and the learning process,which leads to greater problems in their methods such as the addition of auxiliary lines on geometry solutions,which in turn affects students’ geometry performance;teachers do not pay much attention to the structured treatment of knowledge in geometry teaching,although they feel that the structure of knowledge words is more important,but there is less practice in actual teaching;the experimental class before and after shows a large difference in the structuring of knowledge,and the difference between before and after is significant;the average score of the post-test performance of the experimental class exceeds that of the control class,therefore,the geometry teaching under this theory can effectively promote the improvement of students’ knowledge structure and cognitive structure,and to a certain extent can improve students’ geometry solving ability and students’ mathematics performance. |
