Research On The Application Of Variation Teaching In Mathematics Graphic Cognition In Primary Schools

Geometry is the subject of space and spatial graphics,and it is a vital part of primary mathematics teaching.Among them,graphic cognition is in the basic position in the content of geometry courses,and it is also a key link in cultivating students’ spatial imagination ability.With the continuous deepening of the curriculum reform of mathematics education,in response to the requirements of the transformation and innovation of teaching methods in Curriculum Standards,the teaching methods of primary mathematics teachers in China are also constantly improving.Variation teaching as the characteristic teaching method of mathematics education in China,the effective application of the variation teaching in the graphic cognition teaching of primary mathematics can optimize the teaching method of the teachers’ cognition of graphics,and also plays a positive role in students’ multi-angle exploration of graphic features,the initial formation of spatial concepts,and problem-solving ability.Based on the variation theory and meaningful learning theory,variation teaching is conducive to a deep understanding of the essential characteristics of geometric concepts,highlights the educational value of graphic cognition teaching,which pays attention to the multi-level experience of activities and the hierarchical sequence of inquiry activities,and enriches the form of teachers’ teaching content of graphic cognition.In view of this,the optimization strategies of variation teaching application are put forward from the teachers’ perspective,which can be of great benefit to improve the actual teaching effect of primary mathematics geometry.It can be seen obviously that the value and advantage of the application of variation teaching in the teaching of graphic cognition in primary mathematics.This paper mainly starts from the perspective of teachers’ teaching,draws on the existing practical experience,and analyzes the main problems and explores their causes.In order to master the current actual situation of application of variation teaching in primary mathematics graphic cognition,247 primary mathematics teachers who have carried out variation teaching in Chongqing and Kunming have been selected as the research objects,the questionnaire survey has been used mainly,and interview and case analysis have been used as the supplement to collect data deeply.The results show that most teachers clearly understand the importance of variation in the graphic cognition teaching and have practical experience worth referring to in providing reasonable variation and comparison materials,the use of graphic variation,the creation of variation problem situation and the application of variation expansion.The specific situation of teachers in the recognition of application,strategies of application and effects of application of variation teaching is clarified.However,through further analysis,there are still some problems to be improved.For example,teachers fail to deeply explore the value contained in variation teaching,the design preparation of variation materials in the teaching process is not sufficient,the selected variation situation is limited to the content of the teaching material,and the classroom implementation forms of variation teaching lack diversity and other major problems.Based on the variation theory and meaningful learning theory,the current situation of teachers’ application of variation teaching in graphic cognition is analyzed.Through data analysis and interview data reference,it is mainly attributed from the perspective of teachers to teachers’ lack of systematic understanding of variation teaching,teachers’ lack of initiative to combine variation teaching in the teaching process,the problem situation created by teachers not following the differences of students,and teachers’ lack of overall design of the application of variation teaching.In view of this,following the teaching requirements of graphic cognition in Compulsory Education Mathematics Curriculum Standards(2011),in view of the characteristics of primary students’ cognitive development,on the basis of fully highlighting the value of variation teaching,based on variation theory and meaningful learning theory,and combined with the teaching cases and fragments designed and implemented by excellent teachers,this paper further excavates the optimization strategies of variation teaching in the graphic cognition of primary mathematics.According to the teaching objectives,teachers define the variation teaching direction,design the variation problems around the starting point of students’ learning,construct the geometric concept system by using the linkage variation,provide opportunities to explore the graphic features,and integrate the variation presentation forms of resource-rich situations.Through the above strategies,teachers can effectively guide the variation teaching,improve the corresponding teaching design and change the students’ thinking mode,so as to enhance the practical effect of the teaching of graphic cognition in primary mathematics.