"Variation Teaching" And The Profound Research Of Junior Middle School Mathematical Thinking

The goals of mathematics education are divided into explicit goals and implicit goals,and the quality of thinking mainly belongs to the implicit goals in the goals of mathematics education.In the new curriculum standards,mathematics teaching must not only impart knowledge,but also cultivate students' logical thinking,improve the ability to apply mathematical knowledge to solve practical problems,and acquire experience in mathematical activities.The essence of variant teaching is to reasonably transform the propositions in a planned way,and to further improve and innovate mathematics teaching methods.The profundity of thinking reflects the quality of thinking from a "longitudinal" perspective,grasps the essence of the problem through surface phenomena,finds an entry point from tedious and complex knowledge problems,and then infers the development of things to achieve a deep understanding of things.By comparing several types of variants,including variants,graphic variants,stepwise variants,reverse variants,and solution variants,can help students develop the habit of looking at the essence through phenomena and cultivate students' profound thinking.This article starts from the perspective of variant teaching to cultivate the profoundness of thinking,and studies the influence of variant teaching on the profoundness of thinking.Through the demonstration of teaching cases in junior middle school mathematics and the analysis of the design intent of the variant topic,it is explored how variant teaching cultivates the depth of thinking in actual teaching.From special to general,variant teaching is extended to basic concepts,problem-solving teaching,formula application,and proposition discussion,to explore how to apply variant teaching to cultivate the profoundness of thinking.Finally,it is concluded that the content involved in the contrast,graphic,step,reverse,and solution variants in the variant teaching,which complement each other to help teachers cultivate the depth of thinking.This article interviews the first-line junior high school mathematics teachers' views and usage of variable teaching in the teaching process,whether students adapt to variable teaching,and gives relevant suggestions on variable teaching based on the teacher's own teaching experience,which is inspired by the exchanges with them And promotion.Hope to provide some new ideas and methods for mathematics classroom teaching,guide the development of students' thinking depth,and improve students' thinking quality.