First, the main reasons for learning not to adapt
1. The influence of non-intelligence factors. When primary school students enter middle school, the teaching environment has changed and the courses have increased, so it is easy to completely separate the knowledge of primary and secondary schools when studying; Teachers don't understand students' basic knowledge and ability, and are uncertain about the starting point of teaching, which leads to the disconnection between primary and secondary schools. With the increase of courses, the contact time between teachers and students is less, and the management is not as detailed as that of primary schools. Some students think that they are not bound, do not study hard and fall behind.
2. Inadaptability to teachers' teaching methods. Pupils mainly use mechanical memory and intuitive images in their memory and thinking, while teachers generally use intuitive images in their teaching, and their views are repeated many times. After junior high school, the subject content increases, the learning content becomes more and more abstract, the teacher's teaching progress is accelerated, and the classroom teaching knowledge is large, so students can't adapt to the teacher's teaching methods.
3. The inadaptability of learning methods. Because there are few primary school courses, single content, repeated training and rote memorization, most of them can improve their academic performance. Ask middle school students to do a good job in preview, take notes and review, and summarize by themselves. Obviously, it is difficult for students who have just entered junior high school to master the learning methods of junior high school for a while.
Second, students adapt to junior high school mathematics learning coping strategies
1. Attach importance to the connection of knowledge content. The content of junior high school algebra is pregnant with rich mathematical ideas and methods. When students first came into contact with algebra, they experienced the transition from arithmetic to algebra. The important symbol is the transition from numbers to letters, which breaks through the limitation of using letters to represent numbers in primary school textbooks. Because its abstraction has entered a higher level, it is more difficult for students to learn. In order to let students accept new knowledge as soon as possible, teachers should first understand the corresponding distribution of the basic contents of primary school textbooks and junior high school textbooks in primary school textbooks.
In teaching, before learning new knowledge, we should first review the relevant primary school mathematics knowledge, find out the similarities, and compare the relevant knowledge through comparison, so as to facilitate students to accept new knowledge and make the old and new knowledge connect. For example, when talking about the application of an equation, we can summarize the types of application problems in primary school mathematics, so that students can realize that the application of an equation we are going to learn now is an extension of the application problems in primary schools, and it is based on the primary school formula to solve the application problems in the current equation, so as to make a good connection.
2. Pay attention to the choice of teaching methods. The characteristics of primary school students' memory are mainly mechanical memory, and the characteristics of thinking are mainly intuitive images. Therefore, first-grade teachers should use more intuitive teaching methods such as question cards and practical teaching AIDS. The class should be detailed, not too much or too fast, and sometimes they have to explain it repeatedly until the students understand it. In teaching, we should arrange the teaching content reasonably and practice in time. According to the characteristics of students' short concentration time, practice in time and encourage students to use their hands to think positively. If the new knowledge of a class can be divided into several levels, then the exercises can be interspersed among them accordingly, and the whole class can be divided into several "rounds" In this way, premature inhibition of cerebral cortex caused by monotonous teaching form can be avoided.
Generally speaking, students should give negative examples when their positive understanding of concepts is clear and relatively stable, so as to avoid confusing right and wrong and backfiring.
3. Pay attention to cultivating students' interest in learning mathematics. Students have just entered junior high school from primary school, and they are curious about the study life and geometry of the whole junior high school, and have enthusiasm for mathematics learning. Therefore, the first-grade teachers should seize this opportunity, cherish this feeling, and change it from superficial and transient characteristics to in-depth and single-minded characteristics, so as to stabilize students' interest in mathematics learning, help students succeed in their studies, generate happy emotions and cultivate their interest in learning. In teaching, teachers should carefully choose the content of teaching materials, not too much, too deep and too big. For the more difficult materials, we should simplify them as much as possible so that students can experience the joy of success. However, it should also be noted that the content should not be too little or too easy, so that students feel that they can't learn anything, don't need to make active efforts, and won't feel successful. It is necessary to guide students to observe, think, summarize and induce themselves, generalize mathematical concepts, discover laws, find out the proof methods of theorems, and let them enjoy the joy of discovery.
4. Pay attention to the guidance of learning methods. We should be good at guiding students to think positively, form good habits of preview before class, use existing knowledge to learn new content by themselves, find problems from it, attend classes with a clear aim, and gradually improve self-learning ability. Digest in time after class, understand the unresolved problems in class, and leave no "future trouble".
Review in time to enhance memory. Sixth grade teachers should strengthen the guidance of students' memory methods and gradually transition from mechanical memory to rational memory. In the process of teaching and learning, we should pay attention to the combination of numbers and shapes, and try our best to seek intuitive images in order to deepen the impression and improve the memory effect.
In a word, the problem of students' adaptability in mathematics learning in the connection stage between primary school and junior high school is a systematic project, which requires the joint efforts of primary and secondary school teachers. Only in this way can we help students successfully pass through the transition period of primary and secondary schools, successfully complete the learning tasks in the nine-year compulsory education stage, and make the tense and unforgettable primary and secondary school learning stage an important stage for students to cultivate their personality and shape their lives.