[摘要]变式教学在中国由来已久，是中国数学课堂教学的特征之一，但关于变式教学较为系统的理论梳理与实证研究开展的并不多。顾冷沅[顾泠沅[J].变式教学研究.数学教学.2003（1.2.3.）.]等研究者将变式分为“概念性变式与过程性变式”，在此基础上郑毓信[郑毓信.中国学习者悖论[J].数学教育学报，2001(1).]提出将变式做“概念变式与问题变式”的区分，这些研究大大丰富了变式理论，为变式教学的实践提供了理论支撑。本文论述了在了解小学数学课堂开展变式教学的现状后进行整理研究，找到实施解决问题的策略的方法，提高小学数学教学质量。本文从三个方面来论述小学数学解决问题的策略：（一）策略指导的的关注点;(二) “解决问题”上有四种类别：  一题多变，一题多问，一题多解，一法多题；（三）使学生主动参与解决问题的变式教学。

[关键词] 小学数学 解决问题 变式 变式教学

[Abstract] Variant type teaching in China has a long history. It is one of the characteristics of mathematics classroom teaching. But more systematic theory and empirical research on variant type teaching is not much. The researchers like Gu Lengcheng divide variant into "conceptual variable type and process variant type" Based on this, ZhengYuxin puts forward the distinction between "concept variant type and problem variant type" These researches greatly enrich the theory of variant type and provide theory support for the practice of variant type teaching.After understanding the present situation of variant type teaching in primary mathematics classroom, this paper makes collation and research, finds the method to the problem-solving strategy and improves the teaching quality of primary mathematics. This paper discusses the problem-solving strategy in primary mathematics from three aspects:(一) the concerns of strategy guide；（二）Four  categories of problem-solving: One problem changeable , one problem to ask more , one problem with more solutions, one method to many questions；（三）To make students actively participate in solutions to the problem of variant type teaching.

[The key words] primary mathematics; problem-solving; variant type; variant mathematics