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联系。特别是，我开发了基于小学和初中数学课程联系的几何图形定义的教学方法。我使用以下方法：对六年级和八年级学生对几何图形定义的理解情况进行调查，根据调查结果，充分利用理论指出的因素，制定课程计划。基于中小学数学课程的衔接，对计划课程的实施和效果进行了考察，并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能力和定义理解能力的调查，可以看出教学实验的效果。我们提出了几何图形教学定义的以下几点：根据几何图形定义的条件，将几何图形定义的意义与几何图形定义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，确定图形是否适用于其定义的活动，根据几何图形的特点确定几何图形定义的教学方法。将一个几何图形与另一个几何图形联系起来，并通过与小学生所学几何图形定义的含义进行比较，建立学生对所构建的几何图形定义进行思考的情境。在小学几何图形定义准备学习的基础上，提出了有效的初中几何图形定义教学。

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.