Research On The Application Strategy Of Variant Teaching In Senior High School Mathematics Teaching

With the deepening of the new curriculum reform,the teaching methods of senior high school mathematics are also improving.As a very characteristic teaching method in mathematics education in China,variant teaching plays an important role in the development of efficient classroom and the cultivation of mathematical thinking.Therefore,it is also more and more applied in mathematics teaching in senior high school.Conic curve is one of the important contents of senior high school mathematics,and also one of the difficult points,which has a higher requirement for students’ thinking ability.It has been shown that variant teaching can promote conic curve teaching effectively.The purpose of this study is to take the conic curve as the starting point,understand the application status of variant teaching through investigation,excavate the problems behind the application of variant teaching and analyze the causes,based on the results of the survey to explore the application strategy of variant teaching in senior high school mathematics teaching,so as to improve teachers’ teaching and students’ learning,provide new ideas for front-line mathematics teachers to apply variant teaching and strengthen teachers’ teaching ability,also encourage students to actively participate in learning.This study adopts literature method,questionnaire survey method,classroom observation method and interview method combined research methods.Firstly,refer to relevant literature to understand the existing achievements of variant teaching,which lays the foundation for this study.Secondly,through the questionnaire survey of students,the observation of mathematics classroom and the interviews with teachers,the application status of variant teaching in conic curve teaching is understood.Through the investigation,it is found that the application of variant teaching in conic curve teaching is universal,teachers can realize the importance of variant teaching as a whole and can also provide reference in variant methods or the creation of variant problems.However,there are some problems to be improved in the application process,which can be summarized into two aspects: teachers and students.Teachers include: 1.Teachers’ application of variant teaching is not in place;2.The application of variant teaching is not systematic;3.Different mathematics teachers have different degrees of application to variant teaching;4.The process of variant teaching is mainly completed by teachers,and the participation of students needs to be improved.Students include: 1.The degree of students’ spontaneous variant learning is low;2.In the process of variant teaching,some students’ learning effect is poor.Through in-depth analysis of the investigation results,it is concluded that the factors affecting the application of variant teaching in conic curve teaching are as follows: 1.Teachers have insufficient reserves of theoretical knowledge of variant teaching;2.Lack of collective communication between teachers on variant teaching;3.The educational view of teachers needs to be updated;4.Teachers lack guidance on students’ learning methods;5.Teachers have insufficient grasp of the“degree” of variant teaching application;6.Some students lack autonomy in learning;7.Some students do not grasp the basic knowledge firmly.Finally,in view of the existing problems in the application process,combined with teaching fragments,this study puts forward the application strategy of variant teaching in conic carve teaching of senior high school: Learn variant knowledge to help variant teaching;Explore the variant path around the teaching objectives;Design variant content based on students’ differences;Stimulate students’ initiative to make students “change” more and more.Through the above strategies,guide teachers to apply variant teaching,optimize the teaching process,change the way of thinking of students,improve the application effect of variant teaching in conic curve teaching.