The Research Of Variant Teaching In The Primary Mathematical Problem Solving

With the rapid development of science and technology, there is a growing demand forinnovative talents, thus developing students’ innovative consciousness and ability is becoming amajor trend of the development of education. Mathematics education is increasingly emphasis ontraining students to form the ability of asking questions,analyzing problems and solving problems.In elementary school’s mathematics education, problem solving is precisely the difficulty ofteaching. So, how to build an effective problem solving teaching and to cultivate the students’creative thinking? This study attempts to use traditional Chinese variant teaching as a means andsystematically analyzes the Variant teaching in elementary school’s math problem solving teaching.The first part of the paper is the study of the background, purpose, meaning and researchmethods, the second part is a variant teaching theory and research status.The third part is the analysis of variant teaching in the present teaching situation.:1, part of the mathematics teachers in elementary school lack of scientific and systematicunderstanding of Variant teaching; there are some errors in the application which can be foundthrough the questionnaires and in-depth interviews on some outstanding mathematics teachers ofelementary school.2there are four factors affect teachers variant teaching: teachers, students, teaching andenvironmental.3, the reflective consciousness of teachers needs to be strengthened.The fourth part is the response to these problems, combined with a typical case of the variantteaching theory and outstanding teachers in elementary school math problem solving instruction inthe use of the Variant teaching principles and strategies as well as some considerations.In order to give a deeper and more systematic study of variant teaching, the fifth part of thethesis puts forward a point---plane---body variant teaching model. The point---plane---bodyclassifies the variant teaching from the aspect of breadth and depth, point variant includes formalvariant and reversible type, suitable for the new variant teaching. The plane variant includesexpanded variant and contrastive variant which are applied to the topic of the practice sessions. Thevariant of the body is an integrated variant, suitable for recitation. At the same time, this model canbe divided into direct and indirect variant according to the nature of the variant. Point variant is a direct variant, the plane variant and body variant are indirect variant. This model can effectivelyhelp teachers with variant design in the actual teaching process.