2011版的《全日制义务教育数学课程标准》指出数学是研究数量关系和空间形式的科学，因此“几何”是数学重要的组成部分。此外，由于几何的抽象性以及它对培养学生思维能力起着重要的作用，决定了几何概念教学在小学数学教学中的重要位置。而在教学实践中不少教师感到在处理几何概念教学内容与教学方法等关系时存在困难，也存在着对几何概念教学内容分解不够深入、教学重点把握不明确等问题，这些困难和问题对于新手教师来说更加普遍。 变异理论作为近三十年逐渐兴起的学习理论，对概念教学有其独到和有效的指导意义，强调关注学习内容、以审辨关键属性为目标、变异是学习的关键机制，并提出系统的变异模式：对比、概括、融合。笔者经初步分析和尝试，确定以变异理论为指导开展几何概念教学策略的探索。本研究对概念教学理论、小学数学概念教学、变异理论等方面的已有研究和文献进行了基本梳理，明确主要研究问题包括：第一，运用变异理论指导小学几何概念教学的具体方案；第二，基于变异理论的小学几何概念教学的主要策略。 本研究将采取课例研究的方法，选择Z校第一学段（一到三年级）数学教材中的几何概念作为教学内容，具体包括三年级《什么是面积》、一年级《认识图形》和二年级《认识角》共三个课例，并辅以课堂观察、作品分析、测验等方法收集和分析数据，以便于检验学习成果和教学效果。 基于课例研究，初步归纳了运用变异理论实施几何概念的基本教学环节和策略：恰当设计前测，关注学生经验；精细分析内容，突出几何重点；创造教学情境，引入直观例证；构建变异空间，建立几何体系。研究结果显示，运用上述教学策略可以关注学生学习的着力点、突显所教概念的重难点、保证所教概念的准确性、提高所教概念的理解性，而且学生在几何概念理解中的混淆点和难点都得到了很大程度的改善，也进一步验证了变异理论对几何概念教学的指导意义，渴望对一线教师特别是新手教师实施几何概念教学具有重要的借鉴意义。

The Mathematics curriculum standards of the full time compulsory education in 2011 points out that mathematics is the science of studying quantitative relationships and spatial forms, so "geometry" is an important part of mathematics. In addition, due to the abstractness of geometry and its important role in cultivating students' thinking ability, it determines the important position of geometric concept teaching in primary mathematics teaching.However, in the practice of teaching, many teachers experience difficulties in the relationship among teaching content of geometric concept, teaching organization forms and teaching methods. There are also problems such as insufficient decomposition of the teaching content of geometric concepts and unclear teaching focus. These difficulties and problems are more common for novice teachers. As a learning theory that has gradually emerged in the past 30 years, the theory of variation has its own unique and effective guiding significance for concept teaching. It emphasizes focusing on learning content, targeting key attributes, and variation are the key mechanisms for learning, and propose systematic variation patterns: contrast, generalization, and integration.The author has made preliminary analysis and attempts to determine the exploration of geometric concept teaching strategy guided by the theory of variation. This research has carried out a basic review of the existing research and literature on conceptual teaching theory, primary mathematics concept teaching, and variation theory. It is clear that the main research questions of this research include: First, the key elements and specific schemes for using the theory of variation to guide the teaching of geometry in primary schools;Second, the strategies for teaching geometry concepts in primary schools based on the theory of variation. This study will use the lesson study as the main research method, selecting the geometric concept in the mathematics textbook of the first syllabary (1st to 3rd grade) of Z School as the teaching content, including the third grade "What is the area", the first grade "Cognitive Graphics" and the second grade "Cognitive Corner" consists of three lessons, supplemented by classroom observation, analysis of works, tests and other methods to collect and analyze data in order to test the learning outcomes and teaching effects. Based on lesson study, the basic teaching links and strategies of applying geometric theory to the concept of variation are preliminarily summarized, including properly designing pre-test and paying attention to student experience; fine analysis of content and highlighting geometric focus; creating teaching situation and introducing visual illustration; constructing variation space and establishing geometric system.The research results show that the above teaching strategies can focus on the attachment point of student learning,highlight the difficulties of the concept, ensure the accuracy of the concepts taught, improve the understanding of the concepts taught, and the students' confusion and difficulty in the understanding of geometric concepts have been greatly improved. It also further validates the guiding significance of variation theory to the teaching of geometric concepts, and it is hoped that the teaching of geometric concepts for teachers, especially novice teachers, has important reference significance.