Research On Sequence Teaching With Variation In Senior High School From The Perspective Of Multiple Representation

Considering the abstractness,rigorism,widely applicable and other characteristics,mathematics teaching has become a creative science and art process.Because of the core competency,the reform and innovation of mathematics teaching mode is the general trend.In order to stimulate students' interest and mathematical thinking abilities in mathematics and improve the teaching effect,this thesis puts forward sequence teachings based on the combination of multiple representation and variant teaching.Variant teaching refers to the use of different forms of intuitive materials or examples to illustrate the essential attributes of things,which is popular in traditional Chinese teaching methods.Multiple representations refer to a variety of cognitive modes adopted in the cognitive process,which have attracted much attention in the research field of Western education psychology.This thesis is based on the integration of multiple representations and variant teaching,and chooses Senior Two students of a middle school in Xiamen as the research object,mainly using the methods of literature,questionnaire,interview and experiment.To explore the sequence teaching in the senior high school.First of all,According to the scope of the college entrance examination,this thesis analyses the contents of the list,and interviews about status of the number sequence teaching situation of the front-line teachers in senior high schools.From the interview results,we can get a sequence teaching conjunction and suitable representations for the implementation of this study.According to these ways of representation,the questionnaire survey is carried out on students' teaching links such as concept,formula and expansion of number series.The conclusion is conducted by statistics and analysis,which lays a foundation for the teaching research on mathematics sequence variation in senior high school from the perspective of multiple representation.That is to say,experimental research through the specific teaching will be carried out,selecting two classes with no significant difference in the pre-test results as the experimental class and the control class.In combination with the content of the sequence,the experimental class adopts the teaching method of multiple representation variant,and the control class adopts the traditional teaching method.During the experiment process,the irrelevant variables are always the same.After the experiment,questionnaires about the teaching mode ofmulti-representation variants are completed by the students in the experimental class,with students in both classes tested after the experiment.The data and the results of the questionnaires are processed and analyzed by SPSS 24.0 statistical software.Finally,It's obvious that the analysis shows that the multi-representation variant teaching method can improve students' performance and increase students' interest in learning mathematics.Based on the conclusions of the study,the author rethinks and gives teaching suggestions.