Research On Teaching Strategies Of Dynamic Point Problems In Junior High School Based On Variable Teaching

As the last question in the middle school entrance examination,the problem of movement point in junior middle school is often known for its comprehensiveness,flexible method and many knowledge points.However,it is found in teaching practice that most junior middle school students often have the fear of difficulty and psychological obstacles when solving the problem.As the traditional characteristics of Chinese teaching,variant teaching is an important means to stimulate students' divergent thinking,and also an effective way to cultivate students' thinking potential and innovative consciousness.This paper attempts to apply the variant teaching mode to the dynamic point problems,which is gradually refined from the complex conditional variant to the simple conditional variant,to help students improve the ability of solving dynamic point problems,and to inject new nutrients into the teaching of dynamic point problems,so that the teaching process shows new vitality.This paper analyzes the internal consistency of the dynamic point problem in junior high school from three aspects: the consistency of theory,the complementarity of form and the convergence of value,in order to verify the relationship between them.At the same time,by using the methods of investigation and research,natural observation and interview,this paper investigates the current situation of five different types of moving point problems from three levels: pre class preparation,classroom teaching and after class evaluation,including the teaching core,the pattern or perspective of using the changing mode in the moving point classroom,and the appropriate suggestions of integrating the changing mode teaching into the moving point classroom;then according to the existing problems in the investigation,Finally,according to the proposed strategies,two typical moving point problems are selected to design a complete teaching case.Through the research,we find that there are some problems in the dynamic point teaching of junior high school based on the variable teaching: the use of the variable in the dynamic point classroom is confused;the scale of "change" between the dynamic point and the variable is not well grasped;the integration of the variable teaching into the dynamic point classroom is lack of systematization;the change iscarried out from the perspective of quantitative and qualitative.According to the results of the current survey,the following teaching measures are recommended for five different types of junior high school moving point problems.Single moving point in existence problems: change known conditions,determine classification basis;multiple moving points: decompose the number of moving points,limit the scope of change;the sum difference maximum in maximum value problems: separate element background,explore the sum difference maximum;the area maximum: multiple representation interaction,skillfully solve the area maximum;the moving points in function relations problems: expand the variable dimension,solve the moving point function;lines The dynamic points of function generated by the motion of segments and figures: dynamic and static transformation,finding the critical state;the rotation problem in the geometric transformation problem: deformation and rotation model,ingenious geometric figure;the folding problem: constructing the transformation normal form,finding the symmetrical figure;the geometric verification problem in the computational reasoning problem: layout reverse transformation,equal replacement of fixed value;the algebraic calculation problem: analysis of the mutual translation figure,optimize algebra calculation.