每次听青年教师的课基本都有相同的感受:教师对题型的归纳都比较完整,但都是通过不同的题目一道道堆砌而成,这样的课常给听课者“欠一点火候”的感觉,实际上,这个“火候”完全可以用“变式教学”来达到.“变式教学”在我国数学教学中有悠久的历史,相关的研究有许许多多,可以查阅期刊或互联网获得,但对变式的形式及作用的研究比较少,本文结合自己平时的变式教学实践来谈谈这个课题.一、常见的五种变式教学形式 Every time you listen to a young teacher, you have the same basic feeling: the teacher’s induction of the questions is relatively complete, but they are piled together by different topics. Such lessons often give lecturers “ ”In fact, this“ heat ”can be achieved by using“ variant teaching. ”“ Variant teaching ”has a long history in mathematics teaching in China, and there are many related researches , You can access journals or the Internet to obtain, but the study of the form and role of the variant is relatively small, this article combined with their usual practice of variant teaching to talk about this topic. First, the common five variant teaching methods