A Study On Promoting The Interface Between Middle And High School Mathematics Through Learning Transfer

There are obvious differences between junior high school mathematics and senior high school mathematics in terms of curriculum standards and learning requirements,which lead to students’ discomfort in mathematics learning after entering senior high school.How to do a good job in the connection of junior high school mathematics in the first semester of senior high school is a problem that the author has been thinking about since teaching for five years.In order to help students adapt to high school mathematics as soon as possible in the first semester,the author takes the chapter of "quadratic functions,equations and inequalities" in Compulsory 1of the Human Education A version as the entry point for the study.Using senior students of a secondary school in Xingtai City as research subjects,the purpose of this study is to investigate the effect of learning transfer on the transition between junior and senior high school mathematics through classroom observation,scale evaluation and examination analysis.Based on this,the author attempts to answer the following two questions:1.How can learning transfer be applied to the connecting classroom of junior and senior secondary mathematics?2.What is the impact of learning transfer on students in the connecting classroom?Firstly,the author designed a connecting teaching,which consisted of two regular lessons and one exercise lesson,and developed an evaluation scale with reference to existing studies to quantify the level of migration expressed through evaluation indicators.Secondly,the experimental group consisted of the upgrading,parallel and foundation classes in the author’s section,and three other classes of the same level in another section as the control group,and the practical study on "quadratic functions,equations and inequalities" was conducted during the week of revision before the monthly examination.At the same time,five mathematics teachers,including the researcher,listened to the lessons and completed the scale.Finally,the scale data of the three connecting lessons and monthly average scores were analyzed to refine the teaching design.The following conclusions were drawn from this study:First,different forms of mathematics connecting classrooms apply transfer of learning in different ways.Regular connecting classrooms focus on supplementing disconnected knowledge and explaining examples of gradients from the particular to the general to help students build bridges of knowledge transfer.In the practice connecting classroom,transfer of mathematical ideas and methods is achieved by guiding students to list knowledge points and find logical relationships between them,solve variation problems and summaries the ideas involved in the problem solving process.Second,the application of learning transfer to the connecting classroom had a positive impact on students.In terms of knowledge structure,students in the Lifting Class sorted out a clear line of knowledge,while students in the Parallel Class and Foundation Class filled in the gaps in their knowledge.In terms of problem solving,students in the Lifting Class were able to analyse and solve problems independently,with rigorous problem solving steps and flexible application of mathematical ideas and methods.Students in the Parallel Class had a clearer direction of thinking about problems,a complete problem solving process and were able to analyse the use of ideas and methods from the problem solving process.Students in the Foundation Class Students were able to complete the problems with the aid of notes and had a preliminary understanding and use of mathematical ideas and methods.