Research On The Strategies Of Implementing Pedagogy Of Variation In Mathematics Teaching In High School

Pedagogy of Variation has been applied by many front-line educators in teaching and it has spread among primary and secondary school education.However,it is difficult to develop well in teaching practice without theoretical guidance.How to apply theoretical knowledge to practice? In Western pedagogy,the " Theory of Variation" proposed by Professor Martin and the " Scaffolding Theory" of Bruner can provide theoretical foundations.In China,Professor Lingyuan Gu categorizes "Pedagogy of Variation " as "Conceptual Variation " and "Process Variation" combining with Chinese characteristics.She also introduces the concept of "Latency Distance".Practice and theory are inextricably linked.This thesis studies the implementation strategy of " Pedagogy of Variation " under the guidance of "Variation Theory" and "Scaffolding Theory".It takes the "Unit Teaching Design" as the carrier of classroom teaching implementation to practice " Pedagogy of Variation ".It provides a new model for the implementation of " Pedagogy of Variation " and offers practical basis for the application of theory.The research of this thesis mainly focuses on two topics: "how to do" and "how’s the effect ".The specific problems are as follows:1.How to carry out the " Pedagogy of Variation " under the guidance of "Variation Theory " ?2.How to carry out the " Pedagogy of Variation " under the guidance of "Scaffolding Theory" ?3.How to lay out the " Pedagogy of Variation " under the "Unit Teaching Design" ?4.Can " Pedagogy of Variation " improve one’s learning interest and examination performance?The author implements "Pedagogy of Variation" in teaching practice according to the idea of "Unit Teaching Design".In the practice,the knowledge system is maintained integrity and the contents between chapters are reorganized to help students form a good cognitive structure.This thesis designs six research classes which covers Linear Programming,Conic Curve and simple geometry.The feedback of the class is good.This thesis is an investigation carried out in the senior grade of a key school in Shanghai focusing on the learning interest and other emotional aspects of students.The study provides a data analysis based on the result of a questionnaire to the students before and after the variant teaching.In terms of academic grades,it analyzes the exam results before and after the variant teaching and investigates the questions in the questionnaire survey.Meanwhile,a case study was carried out.In the experimental group,two students were selected for regular individual interviews to record their learning performances and track their academic grades.Based on the teaching practice and data analysis above,the following conclusions are drawn:1.Under the guidance of "Variation Theory" and "Scaffolding Theory",the "Pedagogy of Variation " carried by "Unit Teaching Design" in the "Conceptual Variation" should have an appropriate variation space.An appropriate latency distance should be put in the "Process Variation".During the teaching implementation,three teaching strategies are put forward: unit integration strategy,content specialization strategy and process ladder strategy..2.The analysis of the questionnaire survey before and after the experiment shows that the students’ interest in learning has improved after the implementation of the " Pedagogy of Variation ".The analysis of the test grades of the experimental group and the control group before and after the implementation in teaching shows that the results of the experimental group are significantly higher than those of the control group.Through the tracking investigation of individual cases,the students’ interest and confidence in learning have been remarkably improved,and their academic performance also get significantly improved.Therefore,a conclusion can be drawn that variant teaching can improve one’s learning interest and mathematics achievement.