Research On Mathematics Variation Teaching In High School

With more and more scholars'further investigation on the mathematics classroom teaching in high school, variation teaching in mathematics, which is broadly used as a teaching method and thinking, has attracted growing attention of the experts and scholars. Variation teaching, with a long history, is used very often by most teachers consciously or unconsciously. Its experimental procedure is regarded as the Chinese experience in effective teaching. In other words, variation teaching summarizes main features of Chinese mathematics pedagogy. It also provides with radical reasons why our students have better records on basic knowledge and skills compared to students in western countries.Therefore, probing and investigating on variation teaching have great significance on theory and practice. On the one hand, rooted in Chinese mathematics teaching practice, we could develop variation teaching theory in mathematics with Chinese characteristics. On the other hand, it could put high schools'mathematics teaching into practice and promote the effectiveness of classroom teaching, and then achieve the students'growth.This article includes the following six parts:Part One:The focus is on the background of mathematics variation teaching. Research methods employed and research content discussed in this article are stated.Part Two:The concept as well as theory basis of variation teaching are discussed. Related researches in variation teaching are introduced.Part Three:The pedagogic principles of variation teaching and the fundamental lecture patterns are articulated.Part Four:Researches on variation teaching models are categorized into two:the conceptual variation and the formative variation.Part Five:The effect and significance of using variation teaching in high schools'mathematics classroom are studied through analyzing relevant cases.Part Six:Lectures on the variation teaching are presented.