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变式教学在中国由来已久,被广大教师自觉或不自觉地运用。所谓变式教学是利用变式方式进行教学,一般有概念性变式和过程性变式,概念生变式是利用概念变式和非概念变式揭示数学概念的本质属性和非本质属性,使学生获得对数学概念的多角度理解,进而建立新概念与已有概念的本质联系。过程性变式主要为概念的建构提供一个有层次推进的过程。变式教学可以使学生深刻理解概念的本质特征,同时可以通过概念的建构使学生形成多层次的活动经验系统,培养学生数学思维的灵活性和思考问题的深刻性。因此,在小学数学概念教学中,我们要恰当运用变式,提高教学效率,发展学生思维。
Variant teaching in China a long time, by the majority of teachers consciously or unconsciously use. The so-called variant teaching is the use of variant teaching methods, generally conceptual variants and procedural variants, conceptual variant is the use of concept variants and non-concept variants to reveal the nature of mathematical concepts and non-essential attributes so that students Get multi-angle understanding of mathematical concepts, and then establish the essential relationship between the new concept and the existing concept. The process of variation is mainly for the construction of concepts to provide a level-by-step process. Variant teaching can enable students to deeply understand the essential characteristics of the concept. At the same time, through the construction of concepts, students can form a multi-level activity experience system, cultivate the flexibility of students’ mathematical thinking and the profoundness of thinking. Therefore, in the concept of primary school mathematics teaching, we should make appropriate use of variation, improve teaching efficiency and develop students’ thinking.