A Study Of Establishing Inquiring Class Variant Teaching Sequence

Variant teaching, which is long-standing, is frequently utilized by the Chinese teachers consciously or unconsciously .Its experience method is considered as "Chinese experience of effective teaching", or to summarize "the main characteristics of the Chinese mathematics teaching", and is also "the basic reason why our students have a good elementary knowledge and skilled basic skills compared with the western students".Through a richer literature, former teaching practice, This article carried on a systematically theoretical and practical experience summary of the pedagogy of variation and inquiry, through which the anther discovered much experience and methods of the traditional mathematics teaching had merits, and also shortcomings. The key is that teachers must grasp "suitably", which should be a appropriate "latent distance" that advantage to the students establish the significant relation between their knowledge .Therefore, the study of Mathematics Variant Teaching and Inquiry Teaching must:Focus on Teacher: Understanding and action;Pay attention to Variant: Development practical wisdom of variant teaching;Pay attention to Inquiry: Lay down suitable latent distance;Pay attention to Experience: Construct suitable study space.Two main research questions were determined that can manifest the idea of the above declarations:Firstly, understanding and action of mathematics teachers to variant and inquiry teaching in BaZhou area in Xinjiang.Secondly, establishing inquiring class variant teaching sequence.Therefore, the author has carried out the questionnaire survey to the middle school mathematics teachers .Choosing two aspects: "Establishing question situation" and "Choose class examples", and taking the representative lesson example as the research carrier, and the typical lessons study pattern, based on the method of instrumental case study. The author has done the cooperative action research with correlative mathematics teachers in BaZhou normal attached middle school for one year or so, and obtained significant findings:Part.1. Understanding and action of mathematics teachers to variant teaching1. The teachers favor to think about the variant teaching from "the teaching method and the teaching thought". The practice with variation is its main form, So teachers pay more attention to the variation of the ways of problem solving ,and pursuit the diversity of the ways.2. Most teachers often introduce and understand mathematics knowledge from many angles. A majority of teachers regard the variant as having important function in teaching .3. Most of the teachers think that it is necessary for students to understand knowledge and to practice variation. Usually, teachers have a conscious design for variation using in class. In the establishment of study space, the outstanding teachers can probe the suitabledimensions of variation in the process of teaching.Part 2. The understanding and the action of mathematics teachers to inquiry teaching1. Most teachers favor to regard mathematics inquiry as research study like the practice activities, or mathematics problem solving inquiry, Fewer teachers can think of the inquiry teaching from concrete contents and concrete class link .2. Most teachers take to inquiry teaching .but their action is often influenced by their knowledge, class efficiency and students' grade. A teacher's self-potency feeling and his expectation to the result of inquiry have close correlation with his class practice.3. The teachers consciously develope "the inquiring activity" in the text. Many teachers felt difficult and puzzled about how to design the class inquiring activities.Part 3. Establishment about inquiring "question situation" variant sequenceThe question situation variant sequence contains two kind of meanings: Firstly, establish different level question situation variant to the different level class; Secondly, the identical class's question situation consists of sub-situation sequence ,that has suitable"the latent distance".1. The level and sequence of situation variant. The situation is divided into three levels: The livized situation, semi-mathematical situation, mathematical situation .these sequence situations constitute the stratified question situation variant sequence.It helps students to perceive the situation intention, directs the inquiry activity of different level students and the teaching of the teacher at the right moment, and enables the teaching goal to be realized.2. The diversity of Situation . The rich situations help the students to understand a question from multi-angles, causes the students to find many different ways and methods of question solution from different angles.Part 4. Establishment about inquiring "class example" variant sequenceThe class example variant sequence is mainly manifested in the following aspects:1. Space of learning. "Many dimensions, many values" is a kind of space of learning which the teacher constructs. Its contents are rich, and the structure has clear levels, So it is relatively easier for the knowledge to be analogied and transferred. It also guarantee the teaching effect.2. The characteristic of the examples variation. The examples present the direct-viewing changes in the name, the form, the function, the way of presentation, the method of teaching and learning and so on. Its characteristics are: First, rationality. The examples contain the reasonable variant; Second, variation. The examples have contained as many variants as possible which are no longer repeated. Third, similarity, the examples have the similarity in the appearance characteristics and the intrinsic structures. Fourth, gradation. The number of variants gradually increases, and the variant contents change from simple and concrete to complex and abstract.