Research On The Connection Of Mathematics Teaching In Junior And Senior Middle Schools

At the beginning of this century,China implemented the curriculum reform of basic education.Compulsory education and ordinary high schools were divided into two separate sections.There were some problems in the connection of teaching.Due to the importance of mathematics courses in the college entrance examination,the content of mathematics courses,the development of students’ psychology and the development of thinking,etc.make the first-year mathematics teaching problems in high school appear to be particularly prominent.The convergence of teaching research has once become a hot topic of concern for teachers and educational researchers.Following the revision and implementation of the 2011 Compulsory Education Mathematics Curriculum Standards,in 2017,the "General Senior High School Mathematics Curriculum Standards" was revised,and the curriculum concepts and objectives were updated.The core literacy of the six major mathematics disciplines was proposed.After the introduction of the new curriculum standards,whether the adaptability of first-year high school students in mathematics learning has changed,whether the convergence problem still exists,this paper has done relevant research from a practical perspective.In the study,review the relevant materials in the connection teaching of junior high school and high school,the mathematics teaching in middle school,and the development characteristics of young people’s thinking,etc.which provided theoretical support for the research.According to the research background,the research questions are determined:the high school freshmen’s mathematics learning adaptability survey,the teaching comparison of the middle and high school mathematics classrooms,and provide some suggestions for the connection teaching.Through questionnaire survey,combined with the observation of mathematics classroom for two consecutive weeks in high school and one consecutive weeks in junior high school,qualitative analysis from several aspects of teacher teaching activities,student learning activities and classroom overall situation found that high school freshmen treat mathematics subjectively,attitudes,learning methods,cognitive situations,teaching methods and knowledge of mathematics content,etc.are not suitable;the choice of high school mathematics teachers in the usual teaching methods,the level of understanding of junior high school curriculum standards and teaching materials is also an aspect of the problem of convergence;the high school classroom is relatively tight for junior high school,and the learning activities are relatively small.which makes students unable to adapt to high school mathematics.In view of the reasons why the above-mentioned high school students are not suitable for the connection,combined with the textual interpretation of the curriculum standards,teachers and students are proposed some teaching and learning suggestions.Teachers:Teachers should strengthen the emphasis on the connection of teaching from the aspects of increasing the communication of middle and high school teaching,improving their professional quality,teaching enthusiasm,paying attention to the changes of students’psychology;pay attention to the disjointed part of the knowledge of middle and high schools,pay attention to where the connection should be noted;cultivate students’ non-intellectual factors to promotes the students are better able to adapt to the study of high school mathematics,by combining multimedia visual teaching to increase students’ interest in learning,by creating situations to increase students’ learning motivation,by encouraging students to increase their learning confidence,by changing the mode of correcting assignments to increase students’emotional sustenance;teaching should grasp the connection between old and new knowledge,combine students’ self-discipline,cooperation,and explore various ways of learning to develop students’ thinking and attach importance to the connection of thinking.Students:learn to make a study plan,manage their own mathematics learning;face the disconnection of mathematics learning content or method variation,dare to ask questions in time to resolve difficulties;reasonable use of school-based textbooks and extracurricular supplementary materials to cope with the learning dilemma brought about by the disconnection of knowledge.