摘要
变式教学在中国由来已久,顾泠沅对变式教学进行了系统的实验研究,提出了“概念性变式”和“过程性变式”两个核心概念。外国学者的变异理论和脚手架理论为中国的变式教学理论提供了认识论基础和理论支撑。国内对于数学课堂变式教学的实施研究仍很匮乏,尤其是对于高三复习课的变式教学研究刚刚起步。
本文作者结合多年在教学中积累的经验和资料,对高三数学复习课的变式教学进行了系统研究和实践。首先,提出了高三复习课中实施变式教学的基本原则——目标导向性原则、注重过程性原则、主体参与性原则、突出“双基”原则和重复与逻旋上升原则等原则;其次,对高三复习课中变式教学的变异点进行了大量实践,总结出“延伸与拓展:改变知识呈现方式的变式,一般与特殊:统一在化归思想下的变式,对比与比较:建立知识的合理联系与区别的变式,主干与枝叶:由核心知识产生的变式和思想与方法:由核心解法产生的变式”等变式教学的契入点,以大量详实的实例为基础进行了全面剖析;再次,对高三复习课变式教学的整体模式进行了研究,得出了主副线并行的逻旋上升模式,并在教学实践中取得了很好的效果。
The pedagogy of variant is long-standing in China. Gu Lingyuan has conducted experimental researches on the variant teaching systematically and proposed two core concepts - -"the conceptive variant" and "the procedural variant". Variation theories put forward by foreign scholars, such as F.Marton, and the scaffold theory provide the cognitive foundation and the theoretical supports for China's variant teaching theory.
In our country the implementation of the variant in mathematics classroom teaching remains scarce, especially in the senior three review class. This article author believed that the condition, on which the variant teaching is carried on in the senior three review class, is ripe. The author unifies many years' experience and the materials accumulated in the teaching and has conducted the systematic research and the practice to variant teaching in the senior three review class, from which the author proposes the basic principles of implementing the variant teaching in the senior three review class - - the goal orienting principle, the exposed process and the inspiration thought principle, the main body participation principle, the repeat and spiral rise principles and so on, and at the same time the author has carried on the massive practices to the variables in the variant teaching, and summarized the breakthrough points of the pedagogy of variation. They include "the variant of changing the ways of knowledge presentation, the variant of unification under the reduction thought, the variant of establishing knowledge between reasonable relation and the difference, the variant which is produced by the core knowledge and is produced by the core solution, and so on", which have been comprehensively analysed by taking the massive detailed examples as the foundation. At the end of the article, the interviews and the examination paper analyses show that the variant teaching in the senior three review class must aim at student's specific situations and pay great attention to the student's participation. In the process of repeat and spiral rise, the variant teaching will be able to have better effects.
引文
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