| Variantof teaching is not strange now. Almost every teacher in their own classroom uses it consciously or unconsciously, but most of them are lack of understanding of it. They simply think that the variant of teaching is more solution of questions,variability of the questions or multi-title a solution. Some teachers don't carefully design the varying teaching but rather teach out of inspiration. This variant is of no hierarchy and increases the burden on students. But the change teaching in the classroom teaching can not be ignored with the status, role and value.The author of the paper for the high school mathematics teaching experience, to change the system of teaching, research and practice, the hope can provide some teachers for the first example of reference and teaching design strategy, and on this basis, the variable type teaching theory for further improvement.Previous studies in the variable type teaching usually divided into conceptual change type and the process of change, in this paper, aiming at the high school mathematics curriculum goal, based on the characteristics and the classification of mathematical knowledge, to change the classification of teaching concept and principle, the variable type teaching, the teaching math skills mathematical way of thinking, the variable type teaching three types. After a year of variable type teaching practice, and statistical analysis and interview methods for students to analyze the test scores, can get the following conclusions:For the change of teaching is feasible and classification for high school teaching practice.2 three variants teaching is effective and can improve students' interest in learning, to grasp of math knowledge, to cultivate students' ability and level of ascension.3 in the variable type teaching difficulty, in quantity and the participation of students on hold, can make variable type teaching.In addition, this paper also changes in teaching practice, puts forward the corresponding teaching strategy. |
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