| Junior middle school mathematics classroom teaching, the teacher’s elaborate design teaching design, proper application of "teaching", to be able to inspire the students’ability of mathematical thinking, stimulates the student to study mathematics study interest; Teachers can achieve better teaching effect. This paper firstly in the inspection and sorting a large number of variant teaching literature, a comprehensive system of learning on the basis of research results of the researchers in the variable type teaching aspects of the situation and summarizes the related theoretical knowledge of the variable type teaching, defines the related concept of variable type and variable type teaching; this paper expounds several principles the variable type teaching theory basis in classroom teaching in the junior middle school mathematics and the implementation of variable type teaching should follow, and studies and summarizes the implementation method and the strategy of Variant Teaching of junior high school mathematics based on these theories and principles of the.Secondly, the mathematical formula of variant type theorem and mathematical language variant has carried on the theoretical analysis of mathematical concepts, analyzes the influence of mathematics learning of junior middle school mathematics, has carried on the analysis to the mathematics conception variation and variation type of teaching practical significance, discusses the junior middle school mathematics classroom teaching implementation strategy change. The basic variant teaching case in inverse proportion function second on the design of teaching experimental variable type teaching, a questionnaire survey was conducted before and after the experiment to the students.The experimental results show that the implementation of teaching is effective. The above it can be seen that the experimental class student achievement than those in the control class the result is significantly improved comparing the us from the pre-test and post test scores. Statistical analysis of the data also have more obvious differences. Also the variable type teaching class, the enthusiasm of the students to learn mathematics have significantly improved, studying mathematics and discuss issues of interest is thicker; the experimental class students to solve the problem of ability and mathematics achievement have increased. |
