A Practical Study Of Pedagogy Of Variation In Junior Middle School Mathematics

With the gradual thoroughness of the course teaching reform, the new curriculumconcept has been widely understood and the changes of the local features of Chinesemathematics education have taken place at the same time. The teachers in class teachingare beginning to explore how to focus on individual differences, and research thestudents’ studying methods. Mathematics classroom teaching goal changes fromfocusing only on the implementation of intellectual skills to giving consideration to thestudents’ learning process method and emotional attitude, also with the contribution tothe change of teaching style. More and more experts and scholars have started to payattention to variant teaching, and some middle school mathematics teachers haveeffectively explored and carried out the variant teaching types. Based on theunderstanding of the formation, the development and the current situation ofmathematics variant teaching types, not only do I deeply feel that the variant of theconnotation of teaching is rich, but also realize that the research on some problems stillneeds to be further detailed. In order to make the research targeted and effective, I setthe research on junior middle school mathematics teaching practice as my researchingsubject.In this paper I have accessed to a great deal of literature information, combinedwith my own teaching practice, to induce the theory knowledge system of the juniormiddle school mathematics variant teaching and the practice experience. Finally, severalsuggestions about the mathematics variant teaching are put forward, concrete researchcontents as follows:(1) based on the existing theories, giving the meaning of mathematics variantteaching, and its theoretical basis from psychology and education.(2) combined with junior middle school mathematics teaching practice,summarizing junior middle school mathematics variant teaching principles and teachingmode.(3) through the new type teaching cases and exercise class cases of the juniormiddle school mathematics teaching, introducing the way to concrete implementation of variant teaching, and carrying on the practical research of junior middle schoolmathematics teaching.(4) through the junior middle school mathematics teaching practice and variantexperiment analysis, drawing the conclusion: variant teaching not only deepens theteachers’ understanding of it, changes the teaching ideas, and makes a breakthrough inteaching methods; but also changes the student’s studying method, reduces the students’burden of study, improves their ability to solve problems, and enhances the applicationof mathematics consciousness.(5) according to the experimental teaching, putting forward the problems whichshould be paid attention to in mathematical variant teaching, and giving advice.