Research And Practice Of Multiple Variant Teaching In Senior Three Math Review Lessons

Variant teaching is a kind of traditional and typical teaching in China, which can lead to many answers and diversities in one topic. The method has a long history in math class which makes the students do a lot of exercises. However, the students get a little benefit from it. How can we explore and carry out some diversified variant teaching models and teaching strategies that are better than the traditional ones?The high school mathematics new curriculum standard clearly points out that we should use the diversified evaluations which can improve the development of the students. Meanwhile, the evaluations are varied in participants, ways, contents, aims, etc. The diversification is necessary in the evaluation, and shall we need the diversification in teaching models and teaching strategies?Based on the above, the main topic of the paper is the Study and Practice of Multiple Variant Teaching Method.This thesis analyses the common phenomenon about exercises-stuffed teaching method and high cost with low efficiency among Senior Three math review lessons in China. At the same time, it starts from the development tasks in the Educational Program Outline and the curriculum goals, the essential ideas in the New Curriculum Standard Senior Mathematics (Experimental Manuscript). Of course, it is also based on the educational psychology theory such as cognitive development theory, met cognitive theory, multiple intelligence theory and so on. Combining my math teaching experience in Senior Three with the above theories, this paper mainly researches the variant teaching models on drawing inference from instances, and the teaching strategies about asking voluntarily, multiple representations variant etc, which can benefit to the Senior Three math review lessons.Conclusions of this thesis:1. The multiple variant teaching models and teaching strategies are available and practical. 2. The multiple variant teaching of Senior Three math review lesson has a good effect on improving the students’ scores and the confidence of solving the problems.The features of this thesis:1. The variant teaching which teaches the students to draw inference from instances can be a kind of teaching model and is available by practice.2. The variant teaching can be diversified in representation, participants, and contents, etc.3. The multiple variant teaching models and teaching strategies, such as drawing inference from instances, asking voluntarily, and representation variant and so on can embody the concept of learning method in new curriculum----the students should be initiative and explore actively in class.Teaching is endless, so is researching. The conclusions and thoughts of the study are the beginning of a series of research projects.