A study of the connection of teaching geometry between elementary school and lower secondary school

本研究旨在建立小学几何教学与初中几何教学的衔接。特别是在小学数学课程与初中数学课程衔接的基础上，制定了几何图形定义的教学方法，采用以下方法：对六、八年级学生进行几何图形定义理解的问卷调查，并根据调查结果，制定出充分利用理论上所指出的因素的教案。结合小学数学课程与初中数学课程的衔接，实施并检验了教学效果，提出了几何图形定义的教学方法。通过对学生几何图形分类和定义理解情况的调查，明确了教学实验的效果。我们提出了几何图形定义的教学要点：通过考虑几何图形定义的条件将一个几何图形定义的含义对应到它的集合中的活动，与学生一起构建几何图形定义的活动，确认一个图形是否适用于它的定义的活动，取决于几何图形定义的特点的教学方法，将一个几何图形与另一个图形联系起来，通过与学生在小学学习的定义的含义进行比较，创设学生对构建的几何图形定义进行思考的情况。在小学几何图形定义的准备学习的基础上，我们可以建议在初中阶段进行有效的几何图形定义教学。

The parpose of this study is to establish the connection of teaching geometry between elementary school and lower secondary school. In particular, I developed the teaching method of definitions of geometric figures based on the connection of curriculums of mathematics between elementary school and lower secondary school.I use the following ways: administering the survey of 6th grade and 8th grade students' understanding of definitions of geometric figures, forming the plan of lessons in which we made the best use of the factors pointed out theoretically and on the basis of the results of the survey, implementing the planed lessons and examining the effect of them and suggesting the methods of teaching definitions of geometric figures based on the connection of curriculums of mathematics between elementary school and lower secondary school.The effect of teaching experiment has been definitely shown by the results of the survey which I administered to examine students' classifying geometric figures and understanding definitions. We proposed the following points of teaching definitions of geometric figures: activities of corresponding the meaning of a definition of a geometric figure to the set of it by considering the conditions of the definition of it, activities of constructing definitions of geometric figures with students, activities of confirming if a figure applies to the its definition, depending teaching methods of definitions of geometric figures on their characteristics, relating a geometric figure with another figures and setting up the situations of considering the constructed definitions of geometric figures by students through comparing with the meaning of definitions which students have learnt in elementary school.On the basis of the preparing learning for definitions of geometric figures in elementary school, we can propose the effective teaching of definitions of geometric figures in lower secondary school.