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

本研究的目的是建立小学与初中几何教学的衔接。特别是在小学与初中数学课程的衔接上，开发了几何图形定义的教学方法，具体做法如下：对六年级和八年级学生进行了几何图形定义理解的调查，制定课程计划，其中我们充分利用了理论上指出的因素，并以调查结果为基础，实施计划课并检验其效果，提出了基于小学与初中数学课程衔接的几何图形定义的教学方法，教学实验的结果表明了其效果。调查，我管理，以检查学生的分类几何图形和理解的定义。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，使几何图形定义的含义与几何图形的集合相对应的活动，与学生一起构建几何图形定义的活动，确认图形是否适用于几何图形定义的活动，根据几何图形定义的特征，将一个几何图形与另一个图形联系起来，通过与学生在小学所学的定义的含义进行比较，设置学生考虑已构造的几何图形定义的情境，在小学几何图形定义准备性学习的基础上，提出初中几何图形定义的有效教学。

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.