Research On Geometry Teaching In Junior Middle School Based On The Scaffolding Instruction

The 2011 edition of mathematics curriculum standard for compulsory education clearly emphasizes that,in the content of teaching suggestions,mathematics teaching activities should pay attention to the dominant role of students in learning activities,reflect the concept of "people-oriented" and promote the all-round development of students.This is consistent with the viewpoint of Scaffolding Teaching.Scaffolding Instruction emphasizes the principal status of students and pays attention to creating situations conducive to students’ inquiry learning,so as to attract students to participate in class activities and actively construct knowledge.As an important part of junior middle school mathematics,as most of geometry knowledge is abstract,some teachers tend to fall into the situation of conferring concepts completely and neglect the origin of concepts when explaining this part of knowledge,thus easy to ignore the subject status of students.Hence,the research with respect to geometry teaching in junior middle school based on Scaffolding Instruction has practical significance.Firstly,by consulting the literature,this thesis combs the relevant literature of scaffold teaching and junior middle school geometry teaching,and puts forward four types of scaffolds related to junior middle school geometry teaching: interactive scaffolds,intuitive scaffolds,initiation scaffolds and evaluation scaffolds.Secondly,using questionnaires and interviews,the thesis makes a comprehensive analysis and summary of the current situation of students’ geometry learning and geometry teaching in junior middle school.Thirdly,on account of the scaffolding teaching theory,some strategies are proposed to effectively facilitate the geometry teaching in junior middle school.Ultimately,according to the proposed teaching strategy,a geometry class teaching case is designed and practiced.The results show that teachers do not pay attention to guiding students to master geometry knowledge in the way of understanding in the process of geometry teaching,and the designed class activities do not fully stimulate students’ initiative and ignore students’ dominant position in class teaching.Though students are full of unlimited expectations for geometry learning,which has the qualities such as vitality and intuition,independent search for knowledge,cooperation and communication and so on,they are not interested in geometry learning,lack of initiative to solve geometry problems,are not full of understanding of geometry knowledge,and do not summarize the methodology in time.Therefore,the teaching suggestions of this research are listed as follows:(1)Take students into the heart,create interesting class activities to stimulate interest in geometry;(2)Give priority to inspiration,pay attention to exploration and experiment,and deepen geometric knowledge;(3)Take development as the root,infiltrate geometric thinking and develop geometric thinking;(4)Supplemented by evaluation,pay attention to students’ emotions and reflect on the teaching effect.