First, respect the new textbook and attach importance to the content of the textbook. To change the traditional geometry teaching, we should not only pay attention to the application of theorems in solving problems, but also pay attention to the process of obtaining theorems. In the new textbook, except for a few axioms, other theorems need to be explored by students themselves to draw conclusions. When designing, arranging and organizing such teaching, teachers should focus on problems, create practical opportunities for students, provide necessary help for students to understand and explore problems, give students enough time to actually feel, observe, experience, guess, analogy and summarize, and let students truly become the masters of the classroom through mutual communication and reasoning.
Second, pay attention to geometry language teaching. Geometry has three basic language forms: graphic language, written language and symbolic language. These three languages permeate and complement each other in geometry. Learning geometry should not only skillfully use every language, but also accurately convert one language form into other language forms according to the needs of solving problems. In view of the important role of these three languages in geometry, teachers should attach great importance to it in class and explain it in detail, so that students can practice it repeatedly after class and master it skillfully.
Third, pay attention to the cultivation of students' painting ability. Graphics are the soul of geometry. A standard figure can not only clearly and intuitively reflect geometric problems, but also help students solve problems quickly. In teaching, teachers should attach importance to cultivating students' painting ability and let students develop good painting habits.
Fourth, pay attention to cultivating students' good habit of examining questions. Good habit of examining questions can not only help students quickly transform written language and symbolic language into graphics, but also obtain necessary problem-solving information from given graphics.
Fifth, pay attention to cultivating students' reasoning ability. Reasoning ability is an important link and foundation for students to learn geometry. If you want to have a good reasoning, you should pay attention to analyzing the conditions and conclusions of propositions, observing the characteristics of figures, excavating hidden conditions, and exploring the ideas and laws of solving problems. For example, if you have just come up with a geometric reasoning problem, first look at what the conclusion proves, and what the result and cause are; Secondly, look at the conclusions and theorems that can be drawn from known conditions; Looking at the relationship between theorem and conclusion, there are generally no unnecessary conditions for middle school proof questions; Finally, see if all the conditions can be used. Through the above steps, a geometric proof problem can be easily solved. In class, we should always talk about what conclusions can be drawn and what conditions are needed to prove this conclusion, which will encourage students to develop good reasoning habits.
Sixth, pay attention to cultivating students' writing reasoning process. Every student's reasoning ability should be shown through his writing reasoning process, so the teaching of students' writing reasoning process has become the top priority of geometry teaching. At the beginning of the process of writing reasoning, teachers should not have the idea of rushing for success and achieving it overnight. First of all, teachers can design some typical questions that have been proved and need to fill in the reasons, so that students can understand the "routine and basic format of proof" first; Secondly, review the process of proof step by step; Thirdly, let the students do some geometry problems with simple reasoning and few steps independently. After repeated attempts, accumulation and training, students will do the proof questions independently.
Cultivating junior high school students' reasoning ability is not achieved overnight. Teachers should strictly follow the above steps, inspire and guide students step by step, and let students gradually transition from rote memorization and imitation to independent thinking, independent reasoning and independent problem solving, so that students can truly acquire independent reasoning ability.
Excerpted from Education Times (author: Zaolin Middle School, Nanyang City). If there is any infringement, please contact to delete it.