Research On Variant Teaching Of Example Problems In Mathematical Graphics And Geometry In Junior High School In Shanghai Science Edition

In 2011,the Ministry of National Education promulgated the Mathematics Curriculum Standard for Compulsory Education(2011 Edition)(hereinafter referred to as the Curriculum Standard).The textbook used by students are compiled according to the characteristics of mathematics,the curriculum standard and students' psychology,reflecting the most important thinking methods and the most advanced teaching concepts.Professor Wu Libao believe that textbook examples have the functions of demonstration and guidance,revealing methods,displaying new knowledge,consolidating new knowledge,thinking training and cultural education.And in recent years,many of high school entrance examination questions are from the textbook and higher than the textbook,which is the variation of textbook examples,so it can be seen that teachers need to carry out variant teaching of textbook examples in teaching.In the curriculum standard,the content of compulsory education is divided into four parts,number and algebra,graphics and geometry,statistics and probability,and synthesis and practice.graphics and geometry is one of the core knowledge points of junior high school mathematics.This paper selects graphics and geometry's content to study the variant teaching of examples in the Shanghai edition of junior high school mathematics textbook.The full paper is divided into six chapters.The first chapter is the introduction,which mainly explains the research background,research purpose,research significance,research methods and the research status at home and abroad through reading literature.The second chapter expounds the concepts of variant and variant teaching through literature research method.it is also explains the theoretical basis of implementing variant teaching.In the third chapter,240 students and 46 teachers were surveyed by questionnaire,and three teachers were interviewed.This paper studies the variable teaching of geometric examples,which requires students to have a certain foundation of geometric knowledge,so the questionnaire survey of 116 grade 8students and 119 grade 9 students.In this chapter,the results of questionnaire survey and interview are summarized and analyzed.The fourth chapter is based on the results of the questionnaire survey put forward the junior middle school mathematics "graphics and geometry" examples for variant teaching principles and strategies,each strategy selected a geometric example to elaborate.The fifth chapter is the case design of variant teaching design,which selects two geometric examples in Shanghai Shanghai edition of junior high school mathematics textbook and puts forward a series of variable questions,namely "one line three vertical " model about similar triangles and examples related to isosceles triangles.The sixth chapter draws the conclusion and reflection of this paper.The conclusions of this paper are as follows: first,students' understanding of textbook examples is not deep enough;Second,students did not develop good learning habits;Thirdly,teachers should pay more attention to variant teaching methods in teaching.Fourthly,it affirms the value of variable teaching.At the same time,it also puts forward some problems that should be paid attention to in the process of variable teaching: first,it is necessary to clarity the goal.Second,the selection of variant questions should be carefully considered by teachers;Third,we should make proper use of modern information technology.