Research On Variant Teaching Of Mathematics Concept In Senior High School Based On APOS Theory

Mathematical concepts play an important role in high school mathematics learning.The promulgation of the 2017 curriculum standard makes front-line teachers realize that the teaching of mathematical concepts should not only pay attention to the application of concepts,but also pay attention to the formation process of concepts and cultivate students' mathematical thinking.APOS theory put forward abroad and Variant Teaching Theory in China can provide effective guidance for concept teaching,but there is a lack of "communication" between the two theories.Therefore,this paper proposes to integrate the two theories to provide more effective teaching methods for mathematical concept teaching.The main research methods used in this paper are: literature analysis,investigation and research,case analysis and teaching experiment.By consulting a large number of literature,we have an in-depth understanding of APOS theory,variant teaching theory and mathematical concepts,so as to provide a theoretical basis for the next research;Using the methods of interview and questionnaire,this paper investigates the teaching and learning status of the concept and nature of function,so as to provide a practical basis for the next research.Secondly,using the duality of concepts as an intermediate bridge,the two theories are integrated.Taking the four stages of APOS theory as the main line,the variant teaching theory is integrated into the four stages to achieve the relationship of mutual promotion,and finally form the teaching strategy under the integration of APOS theory and Variant Teaching Theory.Thirdly,in order to verify its effect,taking the concept and nature of function as the starting point,design and implement a teaching scheme in line with students' thinking development,collect the pre-test and post-test results of the experimental class and the control class as the data of quantitative analysis,and interview teachers and some students as the basis of qualitative analysis.Through the analysis,it is found that the teaching strategy has a significant effect on students' understanding of the essence of mathematical concept and the improvement of mathematical performance,Especially for the students in the middle and upper reaches of mathematics,the effect is more obvious.The teaching strategy under the integration of APOS theory and variant teaching theory helps students understand mathematical concepts,master the essence of mathematical concepts,cultivate students' mathematical thinking and problem-solving ability,improve the actual teaching efficiency,and provide a certain reference for front-line teachers' teaching.