Investigation On Mathematics Variant Teaching In Senior High School

Variant teaching is considered to be an explanation of the "Chinese learner paradox",and has long been regarded as the main feature of Chinese mathematics teaching.Many scholars have conducted research on variant teaching.The majority of first-line mathematics teachers will use variant teaching in their daily teaching.They admit that the correct use of variant teaching can have a positive impact on students' mathematics learning.However,there are many unreasonable aspects in their daily use.For example,if teachers are not familiar with the theory system of variant teaching,they only rely on feeling to use variant teaching,which makes it difficult to show the advantages of variant teaching.Therefore,it is necessary to find out the existing problems through research and find out the processing methods,in order to play the real effect of variant teaching,which also meets the requirements of the new curriculum reform.This research adopts a research method combining literature analysis method,investigation method and case analysis method.This article mainly does the following work:1.Sort out the existing research results by reading the literature related to variant teaching.2.The author conducted questionnaire surveys and interviews with teachers and students with the help of front-line teachers,and initially proposed variant methods based on literature research and investigation.The author established a framework for case analysis,conducted classroom observations during internships,selected typical case analysis,and further modified and improved the variant method.3.Summarizing and analyzing the obtained data.The conclusion of this article is as follows:(1)Most teachers have little understanding of the theoretical framework of variant teaching,and some teachers' understanding of variant teaching only stays at the problem-solving level;the variant forms of teachers in daily teaching mainly focus on one question with multiple solutions,one question with multiple changes,and graphics variant.Among the five regular links of the classroom,the variant teaching is more used in the two links of new class exploration and consolidation exercises.(2)Students have a low preference for mathematics learning,and most of them think that mathematics is more difficult.In the math class,most students like the situation introduction part.Students' preference for one question with multiple solutions is higher than one method with multi-use.The least favorite is one question with multiple changes.If the difficulty span is too large when one question is variable,it will make students feel difficult.This is also related to the improper teacher's transformation.(3)After investigation and research,the author summarized the problems in variant teaching from three perspectives of mathematical concept variation,mathematical problem solving,and mathematics classroom extension,and proposed a method for reasonable variation,and gave specific examples.In the concept introduction stage,teachers can combine the actual problems or models in life to design variant problems,let students understand the process of concept formation.In the concept analysis stage,teachers can design variant problems from the perspective of concept extension,allowing students to clarify the essence of concepts through analysis.In the concept consolidation stage,teachers can design variant question groups that directly use concepts to consolidate concepts.In terms of solving problems in mathematics,for one question with multiple solutions,teachers can solve as many problems as possible within the scope of students' ability.For one question with multiple changes,teachers should pay attention to choose appropriate examples,the dimension of the variation space should be reasonable.For one method with multi-use,teachers should summarize the methods after solving certain types of problems.In classroom extension,teachers can design hierarchical assignments and guide students' independent learning after class from variant perspective.