Investigation And Research On Mathematics Variant Teaching In Middle School

Variant teaching is one of the traditional and classic teaching methods in China,and it is widely used by teachers in our country.Variant teaching changes the non-essential characteristics of the problem and highlights the essential characteristics of the problem so that students can further understand the essential attributes of knowledge.The example questions and exercises are the midpoint of the textbook.They provide important help for teaching and learning.The re-research and application of variant teaching is the key for teachers to make good use of variant teaching.This article mainly uses the literature method and questionnaire method for investigation and analysis.The questionnaire is used to investigate teachers' understanding of variant teaching,related actions and their use in the classroom.At the same time,questionnaires are used to investigate students' learning of mathematics,their cognition and attitude to the variant,their understanding of the role of the variant,and suggestions for teachers to use the variant for teaching.Through the questionnaire of teachers,it is found that teachers have a better understanding of variant teaching and often apply variant teaching to different teaching links.However,in practice,teachers often have unexpected situations,especially those with lower teaching age.They are easy to be influenced by students or teaching problems in the teaching process,and they can carry out variable teaching without design and sudden inspiration,which will cause certain problems.And through the questionnaires of students,the problems of teachers in variant teaching were found from the perspective of students.Students think that the examples of teachers 'designed variants are sometimes not designed from easy to difficult,which exceeds the students' ability to accept them;when teachers explain the variants,they tend to talk too fast and ignore the students with poor foundation;teachers do not design well and complete.The example of the variant makes the students sometimes do not know what the variant is based on.The problems found through teacher questionnaires and student questionnaires,combined with some of the experiences I have learned from outstanding teachers in educational practice,I believe:(1)Teachers should carefully design classroom links and lesson plans when preparing lessons before class,and should think of unexpected situations as much as possible and make some records;(2)Teachers should design students according to the level of students and different types of teaching lessons.When explaining,they should pay attention to not only the general method but also the ingenious ideas,so as to arouse students' interest in learning and class concentration;.(3)Guide the students to participate in the mathematics class by designing the problem chain,improve the students 'participation in the class,let the students find the way to solve the problems themselves,and arouse the students' desire to learn;(4)Teachers should continue to learn,accumulate teaching experience and variant systems,and do a good job of improving themselves and developing themselves.The writing of this article is hope that teachers will re-examine the teaching of variants by looking at the situation of variants from different perspectives of teachers and students.I also hope that teachers can use case studies more deeply to put variants into the classroom to help students better learn mathematics,broaden their thinking,and improve their ability to solve problems.