Variation Theory Teaching And Research

The intention of this thesis is to discuss the theory of variation, which is believed as a new perspective on teaching and learning, and of significance to the on-going curriculum reform in China. This reform has been taking place nation-wide, and the tenet of which is to change the outdated teaching practice, and make teaching better meet the educational regulation.Variation theory was originated from phenomenography, which was established by Marton, a Swedish educationist. His research on learning and his interpretation of the key words such as: "categories of description", "the outcome space", "second-order perspective","and variation" etc. have formed the variation theory on the nature of learning and teaching. According to Marton, to learn is to discern, and thus to experience variation. Therefore teaching must discern the variations at all sides, and to make suitable variation graph for the students.Two case studies in relation with variation theory are reviewed in this thesis: One is the Target Oriented Curriculum Reform in Hong Kong in 1990s. This reform profoundly utilized the development and sophistication of the variation theory. The first experimental research on classroom learning based on the variation theory has brought delightful results to the teaching in Hong Kong's middle and primary schools. The research encouraged teachers to recognize various ideas on teaching and learning among the students and teachers, and to reflect these ideas in their teaching practice, so as to improve their professional development. Another one is the Experiment on Mathematics Teaching by Professor Gulingyuan in Shanghai Education Science College since 1977. From different angle, Gulingyuan was to seek the practice of variation theory from mathematics teaching.Focusing on the discussion of variation theory, this thesis utilizes the method of case analysis to disclose the essence of variation theory. In addition, the implementation of variation theory in the fieldexperience in some schools in Beijing has enabled the author to develop some thoughts on teaching andteachers' professional development.