The Theory And Practice Of Variant Teaching To Promote The Development Of Junior High School Students’ Creative Thinking

For decades,Chinese students have achieved excellent results in international math tests,but they have not performed well in practical innovation.The ability of thinking and creativity is the foundation of a person’s life in this new era,which not only affects the comprehensive development of personal quality,but also concerns the future of the country and the nation,the sublation and reform of education are urgent.Variant teaching is the tradition of mathematics education in our country,and it has become the standard of behavior and the fixed link of classroom teaching that many front-line teachers follow.It is also one of the core goals of the new curriculum standard to train the creative thinking of mathematics.The application of variant teaching is beneficial to the organization and structure of mathematical knowledge,to the mastery of experiential,strategic and metacognitive knowledge,and to the construction of network system of mathematical knowledge,it promotes the transfer of knowledge and the improvement of problem-solving ability,and the development of these traits plays a key role in the cultivation of students’ creative thinking.Based on the theory and method of variant teaching,this study aims at students’ creative thinking in junior high school mathematics classroom,and carries out the practical research of mathematics teaching based on the theory of variant teaching.The study was as follows:First of all,it summarizes the connotation,types and teaching strategies of variant teaching,defines the concept of creative thinking,analyzes its conditions and evaluation methods,and clarifies the theoretical basis and objectives of this study.Secondly,based on the cognitive structure theory,variation theory and metacognition theory,this paper expounds the rationality and feasibility of developing students’ creative thinking by variant teaching,this paper summarizes the main forms of variant teaching in class: variant of mathematical materials,variant of mathematical activities,variant of multiple representations and variant of example exercises.Finally,through teaching practice,questionnaire and data analysis,it is found that variant teaching can promote the deep understanding and multi-representation of knowledge points,and develop students’ metacognition and problem-solving ability,to improve students’ creative thinking,it can enhance students’ thinking fluency,flexibility and refinement,but it has limited effect on thinking novelty.