Investigation And Research On The Application Status Of Variant Teaching In High School Mathematics Classroom

Most students still make mistakes when the teacher examines the math concepts and mistakes they have already taught.One of the main reasons for this phenomenon is that students' understanding of the concept is still flawed or inadequate.The effective use of variant teaching can solve the problems mentioned above.Variant teaching plays an important role in mathematics classroom teaching in China,which is in line with the cultivation of students' abilities mentioned in the concept of curriculum reform.First of all,this study is based on the analysis of the background of the subject research,and clearly studies the problem,combining with the study of theoretical basis,use "triangle mutual proof" style of study,combining classroom observation,questionnaire and interview,for different types of information,in order to understand the application of variable type in the high school mathematics classroom teaching status quo.As function and inequality are two major knowledge modules of college entrance examination mathematics,they play an important role in the selection of classroom observation.So select function basic properties?images and properties of sine functions and the basic method of inequality proof.Three cases of variable teaching are used for classroom observation,and the case is analyzed.The questionnaire is used as a survey tool,mainly from two aspects: teachers' application of variable teaching and students' attitude towards variable teaching;based on the results of questionnaire and classroom observation,the students were interviewed.According to the results of the survey,there are three shortcomings in the use of variable teaching in teachers:(1)When a problem is changing,it is too difficult to change;(2)The application of variable teaching is neglected in the homework.(3)In concept teaching,the use of non-standard variant is lacking.Secondly,according to the problems found in the investigation,the corresponding solutions are put forward:(1)Variable difficulty level of difficulty,mobilize students to learn initiative;(2)Carefully design variable operation to improve students' learning initiative;(3)The idea of "changeless" in infiltration "change" deepens students' understanding of the concept.Finally,according to the study of theoretical basis,combined with the proposed solution,under many times to discuss and guidance teachers,the design and implementation of the variable teaching of hyperbolic curve are evaluated and the effectiveness of teaching is illustrated,therefore,the research conclusion is drawn.