Investigation And Research On Junior Middle School Mathematics Teachers' Understanding And Teaching Status Of "ruler And Compass Construction

"Compass-and-straightedge construction" originated in ancient Greece and has a long history.The "rules and rules" mentioned in ancient China are widely used in our lives;since modern times in China,ruler drawing is also an important knowledge in mathematics teaching in junior high school in China,which is of great help to the study of geometry.The foundation of the country is teaching,and the foundation of teaching is the teacher.As the guide and promoter of students’ learning,teachers play a pivotal role in education.Based on literature analysis and combined with the actual situation in the region,this study puts forward the following two questions in order to explore the understanding and teaching status of junior high school teachers on the rule drawing:Question 1: What is the understanding of the junior high school mathematics teacher in Wanzhou District about " Compass-and-straightedge construction ".Question 2: What is the current teaching status of junior high school mathematics teachers in Wanzhou District about " Compass-and-straightedge construction ".In response to the first question,through literature research,this article examines the teacher’s understanding of "rule drawing" from six aspects,such as common sense mastery,teaching value,course standard requirements,textbook arrangement,teaching method,middle school examination questions,etc.Through investigation,it is found that in terms of common sense mastery,the teacher’s definition of ruler drawing and The mastery of the map is good,and the three major problems are not in place.In terms of the understanding of teaching value,the teacher has a high evaluation.He believes that the ruler drawing is helpful to students’ interest in drawing,drawing ability,logical reasoning ability,problem-solving ability and other aspects.In the requirements of the course standard,the teacher lacks research and Seeking,but does not understand the meaning of "learning section",only 10.73% of teachers can correctly distinguish the section in the course standard;in the setting of the textbook of East China Normal University,teachers do not know enough about the arrangement of textbooks,and ignore the "reading materials";in terms of teaching methods,there are more teachers who like direct board performance,and the In the setting of mid-term examination questions,more than 90% of teachers think that the examination frequency is high but less difficult.In response to question two,this study combines the three survey methods of questionnaires,classroom observation and interviews to investigate the integration of teachers’ teaching content,the importance of teaching and the use of teaching methods.Through investigation and research,it is found that in terms of teaching content integration,teachers with short teaching age prefer to integrate mathematical culture into teaching,and teachers with long teaching age prefer to integrate congruent triangles,"five hearts",isowaist triangles and other related knowledge into teaching.In terms of teaching importance,teachers attach great importance to new teaching and review course teaching.67.12% of teachers will teach drawing language in the form of blackboard books,and 63.01% of teachers will teach drawing principles in the form of penetration in drawing.In terms of teaching method selection,80.14%of the tested teachers like to teach by playing the way of blackboard,and the teaching method is relatively simple.Based on metacognitive theory,the descriptive analysis method and cross-analysis method are adopted to analyse the research results and form conclusions.The following suggestions are put forward for teachers’ research and teaching: 1.Pay attention to the guidance of curriculum standards and strengthen the research classroom;2.Grasp the local textbooks and master the extensive knowledge;3.According to the arrangement of textbooks,grasp the teaching rhythm;4.Enrich the teaching content and integrate geometric knowledge;5.Refine the teaching process and control the teaching process;6.Optimise teaching methods and take a diversified path;7.Use the middle school examination questions to help teaching reasonably.