Research On The Teaching Design Of "Trapezoid" In Primary Mathematics Based On The Theory Of Variant Teaching

Constant variable type teaching while maintaining the essence through non essence feature transform things,nature or things remain unchanged and transform some non essential characteristics,promote students' comprehension of the multi angle,to achieve more efficient completion of the purpose of teaching.In mathematics teaching,teaching can provide a kind of operation the way to make learning by practice to understand the learning can help students change smoothly,multiple solutions,one can avoid replicability,teachers use the "sea" tactics to the students,but also can mobilize students' learning initiative and interest,so as to improve teaching efficiency and teaching quality.According to the teaching principle,combined with their own teaching experience,using interviews,observation method method and test method,experimental research is carried out in the author's teaching practice school.The object of this experiment mainly from two classes in a primary school in the fifth grade students.At the early stage of the research.Through the interview to understand the students' knowledge of teachers and students,the thinking level of development,learning and problem-solving habits of the situation;through the study of curriculum standards and teaching reading reference books,editing characteristics and learning requires comprehensive understanding of primay school mathematics textbooks for compulsory education ladder teaching contents,then based on teaching theory of primary school mathematics the "ladder" teaching design of the specific formulation and implementation is provided.Based on the actual situation of students and understand the requirements of teaching,the author designs the primary school mathematics" The ladder of teaching content of the thhree-dimensional teaching objectives.On the basis of Primary School Mathematics><ladder this series of contents of the re construction of teaching theory,the teaching in the experimental class,the control class uses the ordinary teaching,through the observation of the two class,the degree of understanding students' attention in the classroom,active participation the degree of interaction between teachers and students,frequency and other aspects of performance,which contrast variable type teaching and normal teaching learning mentality of the students.At the end of the experiment,compared to the pre-test and post test data,analysis of the specific effects of variable type teaching implementation,and so as to determine whether the teaching is based on practical considerations.From the perspective of students' achievement pretest,test scores are better than that of the control class of the experimental class and the control class of the basic knowledge to grasp the situation than the experimental class and,after teaching,posterior posterior score scores of experimental class students have significantly better than the control class,there are significant differences in the statistical analysis.The results show that in the mathematics classroom everyday in primary school teaching is to improve the effect of teaching.In addition,the use of the students in the experimental group teaching,obviously feel the teacher's lecture is more flexible than ever,more interested to listen to,and think of themselves in class participation is higher,more clearly to learn the task of learning content to have a more profound understanding of the situation.The stereo teaching not only enable students to master the knowledge of the more solid,and learning attitude of students,teachers and students and classroom effect Relationships have a positive impactAccording to my research discussed and put forward the teaching to inspire primary school mathematics teaching day,but also shows the limitations in the use of teaching.Hope can be used as a common method of teaching,can be used as a test method to master knowledge degree,also hope that the future can be overcome by the variant theory re arrange the teaching contents and time-consuming part of teachers' knowledge and ability to change the existing limitations of the teaching requirements.