The Research On Instructional Design Of Fundamental Inequality Based On The Theory Of Pedagogy Of Variation

The aims of learning senior high school mathematics are as follows. Whatever thecontent of learning mathematics is and the way we use to present the content, it is aimed atimproving students’ ability of thinking and cultivating their creativity. While through theteaching of pedagogy of variation, we can easily achieve these aims. As the vital content insenior high school mathematics, it not only has good structure, and explicit geometry andrealistic background, but also can be used to determine the size of the number and solvethe problems of the value of a specific function type. Therefore, based on the theory ofpedagogy of variation, my essay has done some research on the fundamental inequality,attaining four parts of explanation of the fundamental inequality. On a personal note, thetheory of pedagogy of variation is operable in the instructional design of fundamentalinequality, making the optimized instructional design. Teachers should re-examine,comprehend and grasp the theory of pedagogy of variation. According to students’ differentcharacteristics, teachers should make the teaching aims clear, form the teaching intentionand make out detailed process of teaching. Only in this way can our teachers improve ourability of teaching.