中学数学课程中，三角是连接代数与平面几何的桥梁，而平面三角形作为三角的前身，其面积求法多种多样，涉及的知识点范围十分广泛，各种求法之间的关系又是千丝万缕。三角形面积如何构架起这些知识之间的桥梁，这些关系对于中学数学教学有什么教学价值，是本文重点探索的对象。 本文从学生的认知思维角度出发，引导性地给出了三角形面积的11种常用求法，逐一介绍之后，探索了这十一种求法之间的数学推导关系，为了增强可视性，又画出这些方法的导出关系示意图。随后，在探索这些方法的教学价值过程中，总结出针对九种不同已知条件情况下对应的解题思路和以及建议使用的求解方法。最后给出两道典型例题的实例思路分析、求解过程和论文的结论和建议，以便参考。

In mathematics curriculum of middle school, the triangle is the bridge connected to algebra and plane geometry. The ways to calculate the area of a plane triangle are various, and involve a lot of knowledge points. In addition, the relationship among those ways is complicated. How do these methods connect with each other by calculating the area of triangle? What kind of value for mathematics teaching in middle school can be reflected by analyzing these relationships? This paper will mainly study on these problems. The paper takes the cognitive thinking of a student as the starting point and in this way, deducts 11 common methods of calculating the area of a triangle .After the introduction of those methods, I will do some analysis and research on the relationship of the mathematical derivation between them and give out a relationship diagram to make it more visible. In the exploration of researching the teaching value, I will summarized 9 cases with different known conditions and give out the corresponded thoughts and suggested solving methods. At last, the paper will be ended by solving two typical problems with the solving idea , solving procedure and reflection, which can be worked as a reference.