Investigation On Cultivating The Thinking Quality Of Senior High School Students In Mathematics Based On Variant Teaching

How to improve our education and cultivate students' mathematical ability has always been one of the important goals of China's mathematical education reform.Mathematical thinking quality is the specific manifestation of mathematical ability,so cultivating students' mathematical thinking quality in all respects should be the core of mathematics education.Variant teaching,as an effective method,has always been widely-recognized by front-line teachers.It not only meets the needs of students' cognitive development,but also enables students to make progress gradually on the basis of students' original cognition,so that students can fully participate in the process of exploring new knowledge.This thesis explores the relationship between variant teaching and mathematical thinking quality and the process of using this pedagogy to cultivate students' mathematical thinking.The paper adopts literature research method,surveying method and case method to investigate high school teachers' understanding and application of variant teaching,the current level of high school students' mathematical thinking quality and their attitude towards variant teaching.The author puts forward some suggestions on teaching and designs some specific teaching cases.The arrangement of this thesis is as follows:In the first part,the author adopts literature research method to learn the development of variant teaching and mathematical thinking quality,expounds the relevant connotation and theories and carries on the correlation analysis,which shows that variant teaching has a certain effect on cultivating students' mathematical thinking quality.In the second part,the author adopts questionnaire method to investigate high school teachers' understanding and application of variant teaching,the current level of high school students' mathematical thinking quality and their attitude towards variant teaching.The results from the investigation show that both teachers and students hold a positive attitude towards variant teaching.Moreover,teachers often use variant teaching in class,but most most of them adopt the problem-solving variant and pay little attention to the conceptual variant and language variant,which leads to the incomprehensive development of students' mathematical thinking quality.As a result,students' mathematical thinking is more incisive and agile,but less profound,critical and creative.Based on the problems found in the survey and the constructivist learning theory,the meaningful learning theory and the phenomenological graphical theory,the third part gives advice for conceptual classes and exercises lessons,designs specific teaching cases which include “monotonicity of function”,“arithmetic progression”,“sequence summation—grouping summation method” and “conic curve value determination problem”.In these cases,the combination of variant teaching and the cultivation of students' mathematical thinking quality can promote the development of students' thinking quality.