Investigation And Research On The Application Of Variable Teaching In Junior High School Mathematics Classroom

Entering the 21 st century,with the deepening of the new curriculum reform and the nationwide implementation of the "double reduction policy",schools have undergone multiple changes in classroom teaching and management.Schools must reduce the amount of homework while improving classroom utilization.In the process of mathematics teaching,it is necessary to cultivate students' thinking ability to solve problems independently in the classroom education of schools.In the practice of mathematics teaching,teachers should pay attention to the a pplication of variant teaching to the mathematics classroom of junior high school,so as to improve the efficiency of classroom teaching and improve the ability of students to internalize knowledge.In the teaching process,it is necessary to focus on breaking the traditional teaching mode of variant teaching with teachers as the main body,taking students as the main body,and improving their ability to complete mathematical variants independently.Based on the research and analysis of domestic and foreign research literature on variant theory,combined with my own field investigation and research,using literature analysis and research methods,this paper deeply discusses the current situation of variant teaching in junior high school mathematics classrooms.Understand the teaching difficulties faced by teachers in junior high school classrooms,and at the same time pay attention to the problems that junior high school students have in the process of receiving knowledge.Try to analyze the dilemma of using variant teaching in junior high school mathematics classroom,and analyze the reasons according to the problem.It is found that the junior high school teachers have the following deficiencies when using variable teaching:1.Front-line teachers use variant teaching at will in mathematics classrooms,and sometimes the variant examples chosen are inappropriate2.When front-line teachers teach mathematical concepts,the method of concept variation is not used properly3.Outside of the classroom,teachers ignore the use of variable teaching,often assigningthe same homework to all students,not taking into account the needs of all students.