一、研究背景变式教学在中国由来已久,在课堂上被教师有意无意地使用着。在经历了研究变式教学经验的热点后,顾泠沅教授对变式教学进行了系统而深入的实验研究和理论分析。从这项研究中,变式教学的理论又有了进一步的发展,即由“概念性变式”推广到了“过程性变式”。“过程性变式”让学生数学思维活动经验的推进有了层次性。然而在数学活动中仅仅借助语言和板书教学已经显得有些苍白无力了,只有动态的演示才能更好地体现“变”的过程。在演示方式上教师 First, the research background Variant teaching in China a long time, in the classroom by the teacher intentionally or unintentional use. After experiencing the hot spot of teaching variant teaching, Professor Gu Lingyuan conducted systematic and in-depth experimental research and theoretical analysis on variant teaching. From this research, the theory of variant teaching has been further developed, from “conceptual variant” to “procedural variant”. “Process Variant ” allows students to experience the mathematical thinking of the promotion of a level. However, in the mathematics activities, teaching with the help of language and writing on the blackboard has become pale and weak. Only a dynamic demonstration can better reflect the process of changing. Teachers in the presentation mode