Investigation And Study On The Degree Of Understanding Of Mathematical Variant Teaching

There is a long story for the development of variant teaching in China,which is used by a lot of teachers consciously or unconsciously.Till now,many experienced teaching researches have been done,based on which,lingyuanGu did many relevant researches by performing teaching experiments.He generalized the traditional theory of variant teaching to procedural variation.Since then,we have got an integrity theoretical system on variant teaching.However,as the Chinese traditional and effective way,the effectiveness of the application depends on our teachers'understanding of variant teaching.Therefore,the aim of this research is to investigate teachers'understanding of variant teaching.On the one hand,documentary analysis were used to induce the theory of variant teaching.On the other hand,case analysis was used and questionnaires designed for the study from teachers of two high schools has been recycled and analyzed.Furthermore,observing mathematics class for two weeks help to study as well.The results as follows:Firstly,by analyzing manuscripts about variant teaching,we got a similar conclusion.Because of the superficial understanding of variant teaching,many teachers use it to approach a little aim in their teaching.Secondly,by analyzing questionnaires,we got a primary fact that most of the teachers know a little about variant teaching.Many teachers use it just as exercise training.Thirdly,by observing the class,we can see that experienced teachers are good at use variant teaching,which make the students learn well.Finally,combing three aspects of the study,we can get a conclusion that,it is hard for teachers to design their variant teaching alone,based on the fact that they know little about the theoretical system.So we can use the theory to help to build the professional development of teachers,and offer an idea to construct our mathematics course.