Through the communication and investigation of several new seventh-grade students, I found that the reasons for the decline of mathematics scores of many students after entering junior high school are as follows: 1.
Objective reasons: (1) The learning environment, teachers and classmates around him have changed, and the teachers have not felt his care; (2) There are few primary school subjects and the content is shallow. After entering middle school, the subjects have multiplied and the content has been deepened, which makes me feel too tired to study; (3) There are differences in teaching methods and requirements between primary and secondary school teachers, which make it difficult to adapt; (4) Parents are busy with their work, and their knowledge has been unable to cope with the learning content of junior high school mathematics. 2.
Subjective reasons: (1) Poor study habits and methods, lack of correct mathematics learning methods, simple imitation and rote memorization, delayed learning thinking in class, failed to keep up with teachers' ideas, and neglected understanding and memory of basic knowledge (theorems, definitions, formulas, etc.). In the usual study, it leads to lack of coherence and basis, no problem-solving ideas, and great psychological pressure when solving problems. (2) The continuation of the weariness of learning is precisely because there is no good learning method and habit, and the complexity of junior high school subjects makes students lose strong interest in junior high school learning. Mathematics itself is characterized by high abstraction, strict logic and accurate calculation, which makes some students unwilling to spend more time and energy on rational thinking. Difficulties and failures accumulate over time, and over time, I lose interest in mathematics and my weariness of learning continues to extend.
First, care for students and establish a harmonious and democratic relationship between teachers and students.
Freshmen who just entered the seventh grade always have a nostalgia for their former classmates and teachers. Moreover, they are all studying and living in the same school environment, and it is inevitable that they will be touched by the scene in front of them and miss their past study and life. How to make them consciously accept the education of the new teacher, emotional factors are very important. To continue the relationship and love of primary school teachers, it has many advantages because it is a nine-year compulsory school. For example, seventh-grade teachers can communicate with sixth-grade graduates in advance to let them know about junior high school teachers and the basic learning model of junior high school. They can also ask junior high school math teachers to give them several junior high school model classes, so that they can have an intuitive experience and shorten the psychological distance of students through various activities. After formally entering junior high school, students should be made to realize the teacher's concern for them in various ways: for example, when asking questions in class, special students and potential students should be encouraged to speak enthusiastically; In exercise books, use more encouraging comments; Strengthen extracurricular communication and listen to students' opinions and suggestions on your teaching work with an open mind; Strengthen counseling, get to know students in counseling, and let students know themselves. Through sincere communication between teachers and students, it not only calls for students' trust and understanding, but also gives teachers strength and wisdom, thus establishing a good relationship between teachers and students, helping students to concentrate on their studies and improve their learning efficiency.
Second, create situations and cultivate students' interest in learning mathematics through multiple channels.
In order for students to learn mathematics well and fall in love with it, we must first stimulate their interest in mathematics, arouse their initiative in learning, make students realize and appreciate the significance of learning mathematics, and feel the fun of learning mathematics. The new curriculum attaches great importance to the creation of mathematical situations, which is conducive to students' perceptual knowledge, thus stimulating learning interest and mobilizing learning enthusiasm. Because mathematics comes from and serves life, there are many ways to cultivate students' interest in learning. For example, before the beginning of junior high school in the new seventh grade, the seventh grade math teacher can communicate with the sixth grade math teacher, and the whole school math teacher exchange meeting and teaching and research activities can be held to understand the students' math learning methods and habits, so that teachers can have a clear goal in teaching. Teachers should ask questions, introduce and broaden the content as vividly as possible according to different teaching contents and teaching methods. Creating situations can not only stimulate students' strong interest in learning, but also stimulate students' strong thirst for knowledge, thus forming learning motivation, making students' learning state change from passive to active, and mastering knowledge in a relaxed and happy atmosphere.
Third, pay attention to the connection between teaching method and learning method, and turn what I have learned into what I can learn.
In primary school mathematics teaching, on the one hand, students are exposed to relatively intuitive and simple basic knowledge; On the other hand, teachers are detailed and complete, and through repeated practice, they can generally achieve good results. In junior high school, knowledge is relatively abstract, rigorous, profound and logically complete; In addition, students' strong dependence, poor independent thinking ability and poor induction and summary ability lead to teachers' tiredness in teaching and students' weariness in learning, which greatly reduces the teaching efficiency. The reason lies in the lack of connection and improvement between teaching method and learning method.
An important factor that students can't adapt to entering middle school is the different presentation methods of junior high school teaching: in primary school, teachers speak more carefully, teaching methods are relatively fixed, and students practice more times; However, middle school mathematics textbooks are rich in connotation, high in teaching requirements, fast in teaching progress, extensive in knowledge and information, and difficult in topics, so it is impossible to solve the key and difficult points of knowledge points repeatedly as in primary schools. Therefore, teachers must closely contact with students' real life, explain in simple terms, appropriately increase the number of classroom exercises, and strictly unify the writing format. In teaching, we should fully reveal the internal relationship between old and new knowledge, and effectively link up and improve teaching methods.
In the study of law, primary school students can get good grades in the exam as long as they remember concepts, formulas and example types. So students don't need to think and summarize independently. Students are content to listen to what you say, imitate teachers, and lack initiative and enthusiasm in learning. In middle school, mathematics learning requires students to be diligent in thinking, master mathematical thinking methods, be good at summing up and draw inferences from others. Therefore, seventh-grade freshmen often follow the learning methods of primary schools, which is difficult to learn, and there is no time for self-digestion and self-adjustment such as preview, review and summary. This is obviously not conducive to the formation of good learning methods and the improvement of learning quality. Teachers should purposefully guide students to correctly use all kinds of mathematical ideas in mathematics teaching, so that students can gradually develop the habit of autonomous learning and turn what I have learned into what I can learn, thus realizing Mr. Ye Shengtao's educational thought: Teaching is for not teaching!
Fourth, cultivate students' good study habits and turn what I want to learn into what I want to learn.
Good study habits are an important factor in learning junior high school mathematics well. Grade seven teachers can cultivate students' study habits from the following aspects: ① preview before class and guide self-study: guide students to develop the habit of preview before class. Teachers can arrange some thinking questions and preview homework to ensure that students are targeted in class. (2) Concentrate on lectures and be diligent in thinking: guide students to learn to listen to lectures and ask them to concentrate on lectures, that is, concentrate; When you see it, you should carefully watch every step of the teacher's blackboard calculus; When you get there, you should take proper class notes; Answer the teacher's questions at any time to improve the efficiency of class. (3) Review in time: guide students to develop the habit of reviewing in time. When reviewing, we should focus on textbooks and class notes, review what the teacher said in class, discuss with our classmates if we don't understand anything, and strengthen our understanding and memory of basic concepts and knowledge systems. ④ Finish homework and solve problems independently: guide students to form the habit of finishing homework independently and analyze and solve problems independently. ⑤ Systematic summary, extra-curricular extension: Guide students to develop the habit of systematic review and summary, integrate the new knowledge they have learned into the relevant knowledge system, and maintain the integrity of knowledge.
In a word, the connection of mathematics teaching in primary and secondary schools involves a wide range, which brings great difficulty to our junior high school mathematics teaching. However, as long as our teachers fully understand the actual situation of students, adopt a pragmatic attitude, devote themselves to teaching activities with the greatest enthusiasm, and stimulate students' enthusiasm for learning, we will certainly be able to ensure that the vast majority of seventh-grade freshmen successfully complete the transition from primary school mathematics to junior high school mathematics, and lay a solid foundation for future junior high school mathematics learning, thus achieving real teaching success. (Editor: Zhou Haihong) References: 1.
Chen Liqun: Knowledge, Methods and Ideas in Mathematics Teaching, People's Teacher, People's Education Press,
01released in 2006. 2.
Keywords Li Fenggao, elementary and middle school mathematics teaching, examination weekly,
20 issues in 2008. 3.
10 was released in 2008.