Research On Variant Teaching Of "Graphics And Geometry" In Junior Middle School Mathematics

Since the 20th century,the concept of mathematics education in our country has changed dramatically.At the same time,the curriculum standards also put forward the four-base teaching objectives,paying more attention to the cultivation of students'rational thinking and innovative ability^[1].Variant teaching can effectively open up students'thinking,cultivate students'innovative ability,and improve students'ability of analysis and reasoning.As an important module of junior high school mathematics,"graphics and geometry"plays a very good role in fostering students'abilities of spatial imagination,geometric intuition and symbol consciousness.Therefore,the author combined the two to carry out the variant teaching research of"graphics and geometry”.Firstly,the author understood the basic concepts,relevant theories and research status of variants by reading a great deal of literature.Secondly,a questionnaire survey was conducted among some front-line teachers to understand their understanding,design and use of the variant teaching theory of"graphics and geometry"in junior high school.Based on the results of the questionnaire survey,this paper put forward the principles and basic methods of variant teaching,and made a concrete analysis in combination with real-life situations.At the same time,the principles and methods of variant teaching,the concept of parallel lines,formula theorem and other specific variant teaching design were used.In order to test the effect of variant instructional design,a comparative experiment was conducted in two classes of junior middle school,the effect of variant instructional design in theteaching process of the concept,nature and determination of"graphics and geometry"was testified based on the students'achievements and classroom performance.From the results of the questionnaire survey,some teachers did not fully understand the theory of variant teaching.Modern information technology was rarely used in their variant teaching.Besides,teachers seldom applied variant to the concept and formula theorem teaching of"graphics and geometry",and the use of variant ended sharply on the stage of knowledge consolidation.Variant teaching design was far from innovative.Based on these and variant related data,five principles and three methods of variant teaching were put forward.Through the variant teaching design of geometric concepts and formula theorems,the specific operation of variant teaching principles and methods were provided for teachers.Through comparative experiments,it could be found that the teaching design combined with the principles and methods of variant teaching in this paper can improve the effect in the teaching of the concept and formula theorem of"graphics and geometry".It is hoped that more teachers will attach importance to the design and implementation process of variant teaching.