1. Do a good job in variant teaching of classic questions. For some classic problems in senior high school mathematics, we can use the method of variant teaching to continuously explore their connotations. In some large-scale exams, some topics often appear deja vu. When students see this kind of problems, they often can't carefully analyze the conditions of the problems and solve them according to their own inertial thinking. As a result, they found that the answer was wrong after the exam. This phenomenon is quite common. If students can carefully analyze the conditions and requirements of the problem, then students can solve it completely and correctly. Some thematic types often have different forms, but the nature of knowledge examined is the same, and there is great similarity in solving problems. Improving the variant teaching of typical topics can achieve the effect of replacing differences with similarities. In the variant teaching of high school mathematics, we should attach importance to textbook exercises and strengthen the research and understanding of textbook exercises. In the teaching process, teachers should correctly guide students to calm down and not blindly attach importance to the novelty and freshness of the topic. By strengthening the variant teaching of classical topics, students can find correct methods and means to solve problems, and at the same time strengthen the connection between different mathematical knowledge to achieve comprehensive results.

2. Master the correct method of variant teaching. In the process of changing the topic, we should choose the appropriate variant method according to different teaching goals and objectives. In mathematics topics, the same knowledge point is often examined, but the form is often flexible. You can change a condition or number in the topic, and then examine students' observation and analysis ability in solving mathematical problems. Although only a small condition has been changed, the meaning of the question may have changed greatly. Some students still follow the original ideas and knowledge in the process of solving problems. Through targeted training, students' observation ability can be effectively improved. Open questions often appear in mathematics exams, and it is often difficult for students to master their specific forms, so they are prone to fear during the exams. Therefore, in the process of variant teaching, it is necessary to do a good job in the development of variant topics, which can guide students to innovate boldly, make students change topics actively, and improve the diversity and flexibility of open variant topics.