Research On Teaching Design Of Mathematics Concept Course In Junior Middle School Based On Variable Teaching Method

Junior high school is the key period for students to change from concrete image logical thinking to formal abstract logical thinking.Variant teaching is not only conducive to the mastery of mathematical skills and thinking methods,but also can stimulate students' interest in learning and form a good cognitive structure.However,due to the limited classroom time and heavy teaching tasks,concept learning only stays on the surface,and students can not really understand the concept.Therefore,this paper explores the teaching design of junior high school mathematics concept course based on variant teaching method,and studies the teaching design principles and strategies of applying variant teaching method in junior high school concept teaching,aiming to solve the problems existing in junior high school mathematics concept course and promote the all-round development of students.First,based on the literature research,the paper obtains the research status of mathematics concept and variable teaching,and then extracts the theoretical basis of the teaching design of junior middle school mathematics concept course based on the method of variable teaching.Secondly,from the perspective of "learning" and "teaching",the paper obtains the teaching status of junior high school mathematics concept course,and based on the above research results,it gives the principles and strategies of teaching design of junior middle school mathematics concept course based on the method of variable teaching.Finally,taking the section of "preliminary knowledge of function" in Qingdao junior high school textbook as an example,the teaching design is carried out.Through the analysis of the effect,it is found that the variable teaching method can help students to grasp the mathematical concept and improve their comprehensive ability.Based on this,the paper has obtained the following main conclusions.First,the teaching design of junior middle school mathematics concept course based on the variable teaching method should follow four principles.Namely: mathematical principles: attaching importance to the mathematical process,advocating process change,grasping the essence of concept;developing principle: paying attention to development strategy,deepening concept change,establishing concept system;the principle of evaluation:emphasis on evaluable mechanism,exploring problem variants,improving comprehensive ability;the edification principle: pay attention to the edification concept,promote the material variant,and strengthen the concept application.Secondly,five strategies of teaching design of junior middle school mathematics concept course based on the variable teaching method are: introducing concepts into the bridge by thinking map transformation;forming concepts by using mathematics in life as the mode;understanding concepts by group cooperation transformation;guiding the concept of education evaluation;and applying concepts with stories in Mathematics as the curtain.Through the teaching practice,it is found that the application of variant teaching in junior high school mathematics concept teaching can effectively change the phenomenon of students' rote learning and half understanding in concept learning,which has a certain guiding role in junior high school mathematics concept teaching practice.