Research On Variant Teaching Based On High School Mathematics

Variant teaching is the most traditional and typical approach to teaching mathematics. Benefiting from variant teaching, the students in our country have a better understanding of the basic knowledge of mathematics than western students. However, their creative thinking and ability are inferior to that of western students. Meanwhile, the practice indicates that it is of great significance to carry out the mathematical variant teaching from different angles, different sides, different situations, and different background, which improves students’ math skills, making students have a good understanding of the nature of mathematical objects, the meaning of knowledge as well as the mathematical methods, establish the connections between different knowledge and summarize the mathematical laws. On the other hand, there is a lot of theoretical research on variant teaching, minority of which are practical. Few researchers do research on variant teaching by combing the teaching case and the teaching practice. Therefore, variant teaching is of theoretical and practical significance.On the basis of the literature review, the study explores the design, implementation and effectiveness of variant teaching by combing the analysis of teaching case with variant teaching practice. The main results are as follows:(1) Based on the previous research, the definition of variant teaching, theoretical instructions and teaching principle are provided;(2) Explore the specific variant teaching implementation by using types of mathematical knowledge as a classification standard and putting theory into practice;(3) On the basis of previous studies, discuss the variant teaching model and frame of the common high school mathematics class;(4) Do research on variant teaching strategies concerning high school mathematics "self questioning" and "question group" by means of the case study.(5) Carry out the teaching practice. With the questionnaire and test, all the quantitative data are analyzed by SPSS, making it clear that variant teaching have a positive influence on the problem-solving and self-efficacy of students as well as mathematical thinking level.What this research inspire us is that in our actual math variable type of teaching, teachers should carefully design the subject of type, guide students to find out the essential characters of keeping things unchanged through a series of changes step by step, and make further explorations of the phenomenon and rules of changes.