Practical Research On The Connection Of Mathematics Teaching Between Junior And Senior High Schools Based On Students' Cognitive Development

Since the 2014 Shanghai college entrance examination reformed,the arts and science division of mathematics has become the history due to the curriculum and learning environment changes.Students may not adapt to high school mathematics learning.How to make the transition between the junior and senior high school mathematics teaching and cohesion has been an important subject which was contemplated and practised by the author for ten years.Besides,the author examined the specific implementation of the mathematics teaching of the junior and senior high school from the perspective of high school students' cognitive development level.Moreover,how to carry out such kind of cohesion was deeply discussed under the background of the new exam outline of the college entrance examination 3 + 3 mode which canceled the division of students into different tracks in high school.Based on this,the author focuses on the following three issues:1.What content suits to the cohesion of the senior and junior high school mathematics teaching?2.How to carry out the bridging teaching effectively based on the cognitive development level of high school students?3.Based on the cognitive development of high school students,whether the junior and senior high school mathematics bridging teaching has a positive impact on the junior high school mathematics learning?This research used the literature analysis method firstly,searching related literature concerning bridging teaching,understanding the bridging teaching achievements at home and abroad.Secondly,the interview method was used to interview teachers while the investigation and test method was utilized to carry on the questionnaire survey of students so that the high school students' actual mathematical cognitive level can be acknowledged.The author could understand the real demand of the bridging teaching from the investigation.Based on this situation,the junior and senior high school mathematics bridging teaching could be subdivided into three modes,knowledge-based cohesion,former cohesion,and latter cohesion.Thirdly,regarding the two classes of the author's school as the experimental classes and the same conditions of the other two classes as the comparative classes,a one and a half year practice research of the senior and juniorhigh school mathematics bridging teaching was conducted.To verify whether the bridging teaching has positive effect on learning abilities and attitudes towards mathematics learning,the author adopted unified exams as well as extensive timed test series data.The following conclusions were obtained:1.The quadratic function,trigonometric ratio,circle,and rectangular coordinate system are the four main suitable contents for the bridging teaching.2.The cognitive development level of high school students is in the stage of concrete operation.The contents of knowledge-based cohesion should be added to the learning before class.The contents of former type should be conducted in a long-term and repeated teaching mode with related knowledge systems and problem solving skills of senior high school.For the latter type,when problems and deviation appear after teaching the knowledge,the concept which suits real demands of high school mathematics should be conveyed to students.3.The senior and junior high school mathematics bridging teaching based on the cognitive development of high school students can help students perfect the cognitive structure of mathematics,improve their learning methods and problem-solving skills.Besides,long-term bridging teaching of middle and high school mathematics can help students better understand and master the knowledge of high school mathematics.