Research On Teaching Strategies Of Middle School Mathematics Variant Teaching Based On "Six-Questions" Cognition Conical Structure

Variant teaching as a good carrier of mathematics teaching in middle school,it can cultivate students' ability to understand mathematics knowledge,further enhance students' ability to analyze and solve problems,and it is widely used in mathematics teaching in middle school.With the continuous development and improvement of the new curriculum reform,it means that higher requirements are put forward for mathematics teachers,especially teachers should pay attention to cultivating students' ability to ask questions and thinking quality.However,as a front-line teacher,in the process of listening and teaching,the author found that teachers are willing to use variant teaching,but there is a common phenomenon that variant teaching design is copied and disorderly,rigid and disconnected,lack of strategic guidance,teachers explain more in variant teaching class but students think less and interact less,which makes variant teaching in a passive situation in which teachers constantly change and students blindly follow.Therefore,in order to solve the disadvantages of current variant teaching and promote the development of variant teaching,this study attempts to put forward the basic concept of "coherence + two-way + combination +integration" based on "Six-Questions" cognition conical structure,and strives to realize the transformation from fragmented variant to coherent variant,from single variant of teachers to two-way variant of teachers and students,from local variant to combination with overall representation variant,and from closed variant to integration with open variant,and explores four strategies: objectification strategy of mathematical variant design,problem-based strategy of variant design,student-oriented strategy of variant subject and diversification strategy of variant representation.Then the study designs mathematics teaching cases and carries out mathematics variant teaching practice,in order to provide theoretical and practical reference for front-line mathematics teachers and mathematics education researchers.This study is guided by the basic ideas and four strategies based on "Six-Questions" cognition conical structure,through the combination of qualitative and quantitative research,and the comprehensive use of literature analysis,teaching experiment,case interview and other research methods,this study draws the following research conclusions:(1)The four variant teaching strategies and basic ideas based on "Six-Questions" cognition conical structure can significantly improve students' mathematics achievement.(2)The teaching practice carried out by using the four variant teaching strategies and basic ideas based on "Six-Questions" cognition conical structure has effectively improved students' ability to raise mathematical problems: students' mathematical problems are more fluent,complex,creative.(3)The quality of students' mathematical thinking has been significantly improved under the influence of the four variant teaching strategies and basic ideas based on "Six-Questions" cognition conical structure: the agility,criticism,flexibility,creativity and profundity of students' mathematical thinking quality have been significantly improved.(4)Students' mathematics learning initiative and interest are positively affected by the four variant teaching strategies and basic ideas based on "Six-Questions" cognition conical structure.The innovation of this study is to construct four variant teaching strategies based on "Six-Questions" cognition conical structure,provide theoretical and practical reference for junior middle school mathematics variant teaching.