Research On Application Of Variant Teaching In Mathematics Review Lessons In Twelfth Grade

The review class has systematically summed up the basic knowledge,basic skills and basic ideas and methods,improved the knowledge structure,and improved the practical application ability.However,the current phenomenon of “sea tactics”,“high-efficiency and low-efficiency”,“teachers' misery,students' tiredness” and other undesirable phenomena in the mathematics review class during the twelfth year of mathematics have led students to be in a state of memory,and the efficiency of the class is low,making the value of the review class to be lost.Therefore,how to make the variant teaching effective in the t welfth grade mathematics review class teaching is worth studying.In mathematics teaching,teachers change from different perspectives,different depths,different situations and different backgrounds,and use the variant strategy of “multiple solutions with one question,multiple solutions with one question or multiple solutions with one question” to reveal the connection between different knowledge points,thereby highlighting the essential characteristics of the mathematical problem.Variant teaching can help students understand the use of mathematical concepts,propositions,and mathematics and other aspects,find the essence of “change” in “change”,summarize the laws of solving math problems,expand students' knowledge network,and ultimately enhance students' mathematics ability.Therefore,variant teaching can be used as guidance for the twelfth grade mathematics review class teaching.This study mainly includes both theoretical research and practical research.Theoretically,based on the basic theory of mathematics teaching,it explores the implementation strategies of variant teaching in the t welfth grade mathematics review class:(1)To be loyal to a basic idea,that is,the concept of "Triumph of Fish and Fish" which optimizes teaching in Trinity.(2)Focusing on two variable functions,namely expanding classroom capacity and cultivating multi-dimensional thinking.(3)Based on three kinds of variant strategies,that is,a solution of multiple variants,a problem of multiple variants and a multi-question one solution.(4)Adhere to the four principles of change,namely the principle of goal orientation,the principle of proportionality,the principle of subject participation and the principle of pertinence.In practice,based on the basic idea of mathematics teaching in mathematics,starting from the twelfth grade mathematics review class teaching,taking the review class of “conic curve and equation” as an example,the practice teaching of variant teaching in the twelfth grade mathematics review class teaching is studied,exploring the significance and value of variant teaching implemented in the teaching of mathematics review in senior twelfth classes.The main conclusions of this study are as follows:(1)Variant teaching is highly operative in the third grade mathematics review class.(2)The implementation of variant teaching in the third grade mathematics review class teaching is effective for improving math achievement.(3)Variant teaching is effective in reforming students' mathematics learning in the third grade mathematics review class.The main conclusions of this study are as follows:(1)Variant teaching is highly operative in the twelfth grade mathematics review class teaching.(2)Variant teaching in the twelfth grade mathematics review class is effective in improving mathematics achievement.(3)Variant teaching is effective in reforming students' mathematics learning situation in the twelfth grade mathematics review class teaching.