Take the first step from junior high school to senior high school.

At the beginning of the new school year, some students have entered high school. In order to make them master the basic knowledge and skills of junior middle school chemistry systematically and firmly, and learn senior high school chemistry smoothly. Before teaching new knowledge in senior high school, we arrange 9 class hours to review the contents of junior high school, which is essentially the first step to complete the transitional review of junior high school knowledge (hereinafter referred to as transitional review) and make solid progress from junior high school. With the topic of "transition review", the author made a question and answer and investigation on 180 senior one students in three classes enrolled in 1996. After a year, I sorted out my feelings and gains as follows for my peers' reference.

Freshmen in senior one are eager to learn new knowledge after starting school. Chemistry is different from other subjects, and it takes a long time to review the content of senior three. Some freshmen feel that the review class is boring, "old vinegar in new bottles" and can't lift their spirits; Some teachers don't pay attention to it, and they start learning new lessons without reviewing the content of grade three. Some teachers don't understand the changes in junior high school textbooks, but also review them with the old textbooks of grade three. These practices are not enough to understand the scientific regularity of transitional review. The necessity of transitional review has the following three points:

(1) The demand for teaching materials. Junior high school chemistry pays attention to qualitative analysis and requires remembering phenomena or conclusions; In addition to qualitative analysis, senior high school chemistry also makes quantitative analysis to record what it is, and at the same time, it also requires clear understanding of "why" and "how much". Junior high school chemistry pays attention to thinking in images, and usually starts with familiar, concrete and intuitive natural phenomena or demonstration experiments to establish chemical concepts and laws. In addition to strengthening thinking in images, senior high school chemistry also establishes chemical concepts and laws through abstract and ideal chemical models. In addition, junior high school textbooks are lively, with many illustrations, and some selected contents are close to life, readable and easy to understand. In contrast, high school textbooks are dull, boring and difficult to understand.

(2) The needs of students' learning behavior characteristics. Junior high school is largely a memory, and there are many things to recite. According to the survey, some students learn chemistry by rote in junior high school. High school requires students to have a strong understanding ability, and then remember after understanding. Rote memorization will lead to "indigestion" of what you have learned. Junior high school mainly relies on teachers, lacks independent thinking ability and is used to passively accepting knowledge; High school requires strong independence, active acceptance of knowledge acquisition and strong self-study ability. From junior high school to senior high school, we should realize the transformation from memory to understanding, from dependence and passivity to independence and initiative.

(3) Freshmen adapt to the needs of teachers and the environment. When entering a new learning environment and getting to know new teachers, freshmen need some time to adapt. According to the questionnaire survey, freshmen usually need two or three weeks to adapt. Freshmen should not only adapt to the teacher's teaching methods, characteristics, requirements and extracurricular activities, but also be familiar with the school situation and the freshmen around them. Of course, teachers should also understand students. Teachers and students should eliminate the "discomfort" caused by "strangeness" as soon as possible and enter the normal track of high school learning as soon as possible.

After realizing the necessity of transitional review, we should do transitional review well and eliminate the "steps" and "obstacles" in knowledge transition. In order to ensure a smooth transition, efforts can be made in the following four aspects:

First, seriously investigate and analyze, and know yourself and yourself.

This is the preparation stage for a smooth transition. "bosom friend" is the work you have to do in the review process, that is, "preparing teaching materials" because of the universal "high school cycle system" in middle schools, teachers teach from grade one to grade three, but do not teach grade three. The new textbook for grade three (nine-year compulsory textbook) was only widely used nationwide from 65438 to 0995. Some teachers did not study the changes of textbooks, but still reviewed them with old textbooks, even tested students with deleted knowledge points and tested students with exercises in old books, which artificially added "discomfort" to students. Teachers must compare and analyze the textbooks and outlines of junior and senior high schools, so as to know what knowledge is taught in senior high schools, what knowledge is difficult for students to master, and what knowledge needs to be deepened and broadened in senior high schools. These should all be well known. "Knowing each other" means that teachers should know their students. Only by knowing the quality of students can teachers cope with the depth and breadth of future teaching. We can adopt the methods of transcribing the entrance scores, asking questions in class, talking with freshmen at different levels, conducting questionnaires and targeted tests. It is necessary to comprehensively analyze and sort out the students' situation in time, and on this basis, establish students' chemistry quality and achievement files. Problems that are generally reflected and exposed to students should be recorded. After investigation and analysis, only by "knowing yourself and yourself" can we establish the starting point and focus of review.

Second, grasp the key issues and review them in various ways.

We should highlight the key points, not simply look at them. Adjusting the allocation of teaching hours appropriately according to the situation will make great efforts to solve common problems in mastering better knowledge. For example, after the questionnaire survey, it was found that many freshmen could not grasp the concept of electrolyte and the essence of electrolyte conduction. Some concepts such as heating, high temperature, ignition and combustion are confused; The calculation of some knowledge points such as solubility is ambiguous. These key problems should be thoroughly solved. Students should also realize that junior high school knowledge is not only the cornerstone of senior high school chemistry, but also some knowledge points occupy a certain position in exams and college entrance examinations.

For example, there are 15 knowledge points in the junior middle school basic concepts, basic theories and basic calculation requirements in the chemistry fascicle of Ningxia senior high school graduation examination outline, and there are also many clear requirements in the college entrance examination notes. In recent years, problems about solution solubility and solution depth mass fraction calculation frequently appear in college entrance examination. Adopting various flexible ways can not only improve students' interest in learning, but also meet the needs of heuristic-centered ability training. In the review, we can not only use list, knowledge structure diagram, induction and comparison, but also use advanced teaching reform methods such as group discussion, layer-by-layer induction and experimental inspiration. Don't memorize, leave a certain gap, combine teaching with practice, set questions, and cultivate students' thinking mode and ability to adapt to high school teaching.

Third, timely leak detection, appropriately broaden the extension.

We should not only focus on reviewing junior high school knowledge, but also make up for the neglected and weak problems in time. Through the questionnaire survey, students generally reflect that there are three aspects that need to be made up urgently:

① The content of junior and senior high school textbooks is out of line. There are some gaps between the current new textbooks for grade three and the textbooks for senior high schools. For example, the concepts and theories such as electrolyte, non-electrolyte, extranuclear electron configuration's law have been deleted from the new textbook for grade three, and they have not appeared in the form of selected contents, but these contents belong to the knowledge that junior high school and senior high school are connected with each other, which is very sudden and strange for grade three. This knowledge should be made up in the review.

(2) calculation with high requirements for solution. There is no requirement for calculating the solubility of solvents and temperature changes in junior high school, but students will often come into contact with them in senior high school exercises in the future, and these contents should be deepened appropriately.

③ Some selected contents. The main purpose of setting the content of elective courses in junior high school is to improve the overall quality and give consideration to the further studies of a few outstanding students. Some junior high school teachers think that they are not "double-base" and neither explain nor guide reading. Some junior high school teachers have handled the relationship between quality education and senior high school entrance examination well, and adopted the layered teaching method, that is, teaching students of different levels with different depths. We should also make use of the internal connection of junior and senior high school knowledge to appropriately broaden and extend some concepts and laws. For example, concepts such as combustion and redox reaction will be further expanded in high school, and the original concepts will be one-sided and narrow, which is an inevitable law of cognitive development.

Fourth, to ensure the quality of the topic, "dispersion" runs through.

On the basis of ensuring the quality, we should review several class hours (we usually use 9 class hours) in a solid and effective way, and we should also establish the consciousness of "protracted war". Transitional review is divided into two forms: thematic block review and decentralized infiltration review. After the review of thematic blocks is completed, the decentralized infiltration review should run through high school teaching and persevere. In addition, in the new curriculum teaching, flexible use of old knowledge, stimulate new knowledge, find out the connection and difference between old and new knowledge, not only review and consolidate junior high school knowledge, but also pave the way for senior high school knowledge learning; It is not only convenient to understand memory, but also can stimulate interest. Both form and content conform to the cognitive law, killing two birds with one stone.

On the Connection and Transition of Chinese in Grade One of Senior High School

In view of the problem of incomplete grammar knowledge of senior one students, teachers should supplement it appropriately; In view of the problems that students feel that the language capacity is large, the task is heavy and the requirements are high after entering the first year of high school, teachers should explain the requirements so that students can be targeted; At the same time, stimulate interest and arouse passion; Teaching methods, so that students step by step; Extracurricular extension, so that it can be comprehensively improved. Teachers should give patient and meticulous help and guidance to students' bad psychological factors.

The study of senior one students is not only a leap in their junior high school study, but also the starting point and foundation of their senior high school study, which objectively plays a role in the connection and transition between junior high school and senior high school. Whether the teaching of senior one can be done well directly affects the success or failure of students' study in senior three. Then, as the main course of Chinese, how should its teaching make this connection and transition?

As the saying goes, "suit the remedy to the case", in teaching practice, I have observed the following unfavorable factors in the Chinese learning of senior one students:

First, the grammar knowledge is incomplete. Chinese learning can't be separated from grammar knowledge, especially high school Chinese: text appreciation, homework exercises and tests all directly or indirectly involve grammar. "Chinese Syllabus (Senior High School)" clearly stipulates: "In the middle school stage, you should learn the necessary basic knowledge of Chinese, including reading and writing knowledge, grammar and rhetoric knowledge, literature knowledge, etc." Although the most basic grammar knowledge has officially appeared in junior high school Chinese textbooks, in recent years, grammar knowledge has not been involved in the senior high school entrance examination in some areas, especially in mountainous areas, which has led to the dilution of grammar and even the deletion of grammar content in junior high school Chinese teaching in these areas. Therefore, students naturally find it difficult to enter senior one when they encounter grammar problems. Especially when learning classical Chinese, students are at a loss when they encounter flexible words and special sentence patterns. The incompleteness of grammar knowledge has obviously become a big obstacle to Chinese learning in senior high schools.

The second is the improvement of learning ability. When students enter senior one, the number of courses increases obviously, generally from six courses in junior three to eleven courses in senior one. As the main course of Chinese, the content of its teaching materials has also increased and the length has been lengthened. For example, only the first grade Chinese experimental textbook includes reading 40 articles in 24 lessons, reciting 50 poems in 24 lessons, and browsing 40 articles. In addition, there are 8 common sense articles in classical Chinese and 8 exercises in classical Chinese. It is the first compulsory volume of Chinese in senior high school. Although the text is less than the experimental textbook, the length is obviously longer than that of junior high school. For example, the Contractor has more than 6,000 words, Liu's Three Gorges of the Yangtze River and Lu Xun's Memorial each have more than 3,000 words, and Lian Po and Lin Xiangru's classical Chinese biography Battle of Red Cliffs has more than 2,500 words. At the same time, the amount of homework and exams in senior high school has increased and extended to extracurricular fields. Among the Chinese test questions in the unified examination at all levels, there are scientific and technological expository reading, general modern reading and classical Chinese reading. Faced with so much content, it is reasonable that students are not prepared enough to adapt to teaching at once.

The third is the improvement of learning requirements. "Outline" requires: "On the basis of junior high school, further improve the reading ability, writing ability and oral ability of modern Chinese. Be proficient in reading general political, scientific and literary books, and initially have the ability to identify and appreciate literary works. Can write general narratives, expositions, argumentative essays and commonly used practical essays, so as to be healthy in thoughts and feelings, rich in content, prominent in the center, complete in structure and fluent in sentences. Can read simple and easy-to-understand classical Chinese with the help of reference books. " These requirements can not be achieved by rote learning, nor can they be achieved in one day. Students must have tireless spirit, serious attitude, persistent perseverance and effective methods. In a word, our teaching purpose is to make students "learn to learn", which is really a challenge for first-year students.

The fourth is the influence of bad psychology. When students enter high school, there will be many new psychological obstacles in their usual study. Such as fierce competition, increasing study pressure, and failing exam results will all affect their self-confidence. In Chinese learning, many students have made great efforts, but they have not received immediate results. Therefore, they unilaterally think that Chinese is the same as learning and not learning, and memorizing is the same as not memorizing. In any case, during the exam, they have "less knowledge in class and more knowledge after class", and the course is multi-tasking. They often "simplify" the necessary links of reading, appreciating, previewing and reviewing in Chinese learning, and also perfunctory the homework that must be completed such as reciting and writing. All these, if not corrected in time, will directly affect students' Chinese learning effect.

From this point of view, we must observe carefully in the normal Chinese teaching process of senior one, find out the unfavorable factors of students' learning in time, and make a careful analysis, and then take targeted measures to ensure the effectiveness of teaching and make students lay a solid foundation for Chinese learning in senior one. Specifically, we can start from the following aspects:

First, in view of the problem of incomplete grammar knowledge, teachers should appropriately supplement students with relevant knowledge in the first semester of senior one. The composition of words, the division of parts of speech, the classification of phrases, sentence components, simple sentences and complex sentences, common language diseases, the flexible use of commonly used words in classical Chinese, and special sentence patterns should be supplemented to make students familiar with them through practice. Among them, the grammatical features of modal verbs, prepositions and adverbs in parts of speech, the clause relationship in serial sentences, compound sentence, double-object sentences and complex sentences, and the flexible use of words in classical Chinese are all difficult, so students must practice repeatedly to find out the rules. In this way, after the students in the first semester of senior one fully contact and understand the grammar knowledge, the second semester can be consolidated and systematized. When students enter senior two and senior three, they will naturally encounter grammar problems and solve them.

Second, in view of the problems of large capacity, heavy tasks and high requirements, teachers can work hard in four aspects:

First, clear requirements, targeted. Students have just entered the first year of high school, with strong curiosity and high enthusiasm for learning. Teachers should take this opportunity to explain the specific requirements of high school Chinese learning to students, so that students can understand the specific goals of reading, writing, speaking and basic knowledge. For example, senior one should understand the meaning of words and phrases, cultivate self-study ability, read and analyze complex narratives and expositions, be familiar with a certain number of words in classical Chinese, understand the general usage of common function words in classical Chinese, and read simple classical Chinese; In writing, we should form the habit of practicing writing and be able to write general narrative and explanatory articles; In oral English, you should be able to tell events, explain things and expound opinions in an orderly way in Mandarin. In the basic knowledge, we should understand and master the works of famous writers involved in the basic course. Only by clarifying the specific requirements can students pay attention to the accumulation of little knowledge and the all-round development and improvement of listening, speaking, reading and writing.

Second, stimulate interest and passion. It is not terrible to have high learning requirements, but the fear is that students have no interest in learning. Interest is the best teacher. In Chinese teaching, we should try our best to avoid injecting and cramming, and adopt various methods flexibly to inspire and guide students to think positively and encourage them to engage in creative thinking activities. Such as novel and lively opening remarks, questioning and arousing doubts, discussing and dispelling doubts, group competitions, etc. Appreciate the text, imitate the improvisation and writing of the text fragments, and quickly imagine or associate around a topic. Strive to mobilize students' multiple senses, let them actively use their brains, mouths and hands, and consciously improve their understanding, enhance their ability and develop their intelligence in the practice of learning Chinese.

Third, pay attention to methods and step by step. High school Chinese is rich in content and large in capacity. Teachers can grasp the key articles and talk seriously, teach students to read and "teach people to fish". For example, when learning the narrative in Unit 1 of the first compulsory volume of senior high school Chinese, teachers can guide students to analyze Li Jianwu's Climbing Mount Tai in the Rain, so that students can clearly read and analyze travel notes from three aspects: ① narrative order and observation angle; (2) Focusing on the content and article center; 3 appreciate keywords. With this key, students can analyze travel notes such as Three Gorges of the Yangtze River, Old Fountain and My Castle in the Air. , so as to draw inferences and find the right method.

In writing, students can be trained in stages, first writing general narratives, and then writing more complex narratives, and gradually cultivate their ability to choose and organize materials. According to the needs of content, they can express their center by using narrative, description and explanation. In order to achieve vivid and concrete writing effect, teachers can let students focus on training description, such as training appearance description, action description and dialogue description in weekly notes and homework, or writing quickly in class, and the whole class comments and exchanges, so as to gradually improve their writing ability.

On the one hand, we should create opportunities for students to talk more, such as speaking three minutes before class, answering questions in class, discussing questions, retelling the plot, introducing extracurricular books after class and debating around the center. Second, we should encourage students more, help them overcome their timidity, and let them talk more, love to talk and speak well gradually.

Fourth, extracurricular extension and overall promotion. It is far from enough to improve students' comprehensive Chinese ability only by classroom learning, and the only Chinese teaching materials are just a drop in the bucket. The Outline clearly points out: "Chinese extracurricular activities are an important part of Chinese teaching, so we must strengthen guidance." Therefore, teachers should guide students to extend beyond class. If you recommend useful reading materials, suggest reading methods; Ask students to write diaries, weekly notes, notes or blackboard newspapers to improve their writing ability; Hold speech contest, story meeting, debate contest and reading meeting to cultivate oral English ability. Especially when sorting out Chinese notes, teachers should guide students to persist in collecting idioms, proverbs, epigrams, exquisite fragments and literary common sense, so that they can write, read and taste repeatedly. After a period of time, they will learn from each other and use them flexibly. Their writing and speaking will not be exhausted, and their search will be exhausted.

Third, in view of students' bad psychological factors, teachers should go deep into students, show warm concern, combine individual conversations with overall education, patiently guide them and promote their correction. If some students do not do well in exams and are discouraged, teachers can find out the bright spots in their Chinese learning, definitely encourage them and give them confidence; At the same time, students are required to analyze the gains and losses caused by intellectual and non-intellectual factors in the exam to help them solve difficult problems and overcome careless or weak foundation problems; Some students think that "if you don't study Chinese and literature, your test scores are almost the same", or have the idea that "you don't have to grasp the foundation, but you have to rely on luck". Teachers can analyze the structure and score ratio of Chinese unified examination papers and college entrance examination papers in recent years, so that students can make it clear that they can't lose their Chinese foundation and remember something that can't be ignored. Some students think that "writing depends on genius" and are afraid of writing like a tiger. Teachers can give appropriate guidance when assigning writing, make records when correcting writing, and make targeted comments. When commenting on compositions, we can compare excellent and unqualified compositions, so that students can find the main points of writing accurately and achieve the purpose of improving writing.

In short, the implementation of Chinese teaching in senior one should not only closely follow the syllabus and teaching materials, impart knowledge, cultivate ability and develop intelligence, but also face the reality, "look to the future", find problems and solve them in time. Only by doing a good job in the connection and transition of Chinese in junior high school and senior high school can we better complete the task of Chinese teaching in senior one and lay a solid foundation for Chinese teaching in senior two and senior three.

On how to do a good job in the connection of junior high school and senior high school mathematics

Ping Li (Beijing Miyun Shilipu Middle School) Zhao (Beijing Xitian Gezhuang Middle School)

In teaching, the author sometimes meets some students who get good grades in junior high school mathematics, but after entering high school, they lament that mathematics is difficult to learn and their grades are falling all the way. After many exchanges with these students, the author summed up some views in order to help the students!

1 Comparative Analysis of Junior High School Mathematics

1) Comparative Analysis of Textbooks

The content of junior high school mathematics textbooks is more specific, mostly constant; However, the high school mathematics content is abstract, which not only pays attention to calculation, but also pays attention to theoretical analysis. Abstract thinking and spatial imagination are obviously improved, knowledge is more difficult, there are many types of exercises, problem-solving skills are flexible, and calculation is complex, which embodies the characteristics of "high starting point, great difficulty and large capacity". At the same time, due to the adjustment of textbook content in recent years, although the difficulty of junior and senior high school textbooks has decreased, in contrast,

2) Comparison and analysis of mathematical thinking modes.

Junior high school mathematics knowledge has less logical relations and less operational requirements. Judging from the mathematical thinking method, the requirement of quadratic function is also decreasing in recent years, which is generally not the last question in the senior high school entrance examination. The important mathematical thinking method pursued by senior high school mathematics has not been initially reflected in junior high school mathematics learning. High school emphasizes the application of mathematical ability and mathematical thinking, among which the ability of calculation, logical reasoning and problem-solving are highly required. For mathematical thinking methods, especially the combination of numbers and shapes, such as solving AX2+4x+6 >: 0, we should first discuss whether A is zero! If it is not zero, it is necessary to discuss whether A is positive or negative, which requires students to have the idea of classified discussion! When learning inequalities, we need the ideas of equations, functions and inequalities, especially the function y=ax2+bx+c(a≠0), the unary quadratic equation ax2+bx+c=0(a≠0) and the quadratic inequality AX2+BX+C > (or

3) Comparison and analysis of learning styles

In junior high school, mathematics learning is more of a kind of imitation learning. During the examination, students can generally get good grades as long as they remember the concepts, formulas and example types taught by the teacher. However, in senior high school, teachers can't tell all the application forms and types of knowledge in detail because of the rich content and short time, so they can only choose some typical topics to implement the "three basics" training ability. Therefore, high school mathematics learning requires students to be diligent and good at thinking. To master the mathematical thinking method, you can draw inferences from others. Freshmen who have just entered high school often continue to use the methods of junior high school. Influenced by junior high school learning formula, they can barely cope with some problems with fixed operating procedures, but they are helpless for those problems that need divergent thinking to solve.

Some suggestions.

1) Attach importance to the connection between old and new knowledge and establish a knowledge network.

It is necessary to eliminate the relaxed mood after the senior high school entrance examination as soon as possible, enhance the sense of urgency, and understand the characteristics of high school mathematics learning. There are many convergent knowledge points in junior and senior high school mathematics, such as function concept and plane geometry. In high school, some have deepened and some have expanded their research scope. We must consolidate the foundation of junior high school and learn new things by reviewing the old ones.

2) Pay attention to methods and explore the process.

Senior high school mathematics is more abstract and flexible than junior high school mathematics, which requires students to understand knowledge thoroughly and use it vividly. They should learn to question and solve doubts, make clear the thinking and steps of solving problems, pay attention to multiple and changeable problems, improve learning efficiency, cultivate good study habits, and make plans, preview before class, concentrate on class, review in time, work independently, solve problems and systematize.

3) Get out of the psychological misunderstanding

Compared with junior high school, some senior high school students don't like to raise their hands to speak in class, the atmosphere of class discussion is not warm enough, and sometimes answering questions by name is not straightforward enough, which gradually separates them from their classmates, especially teachers. In psychology, the most obvious psychological feature of this early youth is called atresia. Some senior one students are psychologically locked, which brings great obstacles to their study. They don't say anything at the beginning of class, but call instead.

Therefore, it is particularly important to cultivate positive emotions and an open mind. Especially in the context of the new curriculum, inquiry learning requires us to actively communicate with others and experience the fun of teamwork and group cooperation. If there is a problem, or we can't do the problem, we will ask our teachers and classmates without thinking, so that we can make progress in our study and enjoy the fun of interacting with others.

How to connect senior English with junior English?

According to the teaching practice in recent years, the author found that many students' English learning performance declined in the new semester of Grade One in senior high school, and some students even gave up learning English. So, how to make a good transition for freshmen? I want to analyze it from the following aspects and make some suggestions for reference only.

First, guide correct thinking and establish confidence in learning English.

After entering high school, many students have different abnormal psychology. Therefore, soon after freshmen enter school, it is necessary for teachers to give them correct ideological guidance, correct their mistakes, and make them realize that senior one is a basic grade, but it is a key stage to lay the foundation for the whole high school, so they should not be careless and devote themselves wholeheartedly. For those students who are afraid of learning difficulties, we should first dispel their ideological concerns and let them realize that senior high school English and junior high school English are phased and not closely related. Secondly, we should encourage them to establish firm beliefs and win confidence.

Second, starting from the existing problems, guiding the problem-solving ideas and mastering the problem-solving methods can be started from the following aspects.

1. Teaching birthday idioms in English class.

Most freshmen come from rural junior high schools. According to the survey, their junior middle school English teachers rarely or basically don't use English to teach, so it is necessary to teach them common words in class.

2. Different textbooks bring different degrees of difficulty to students.

Generally speaking, most junior high schools in our district use Yilin version of textbooks, and senior high schools use human version of new textbooks. Therefore, some vocabulary students have not learned, but the list of new words is not listed. In addition, the vocabulary is much larger than that of junior high school, so many students complain that they can't remember new words, the sentences are too difficult to understand and the articles are too long. In view of this situation, I will teach students to recite a unit of new words, phrases and articles separately, and remember a little every day. This method of "breaking the whole into parts" has a good effect.

You must review the phonetic symbols again and remember the words according to the pronunciation.

Some rural graduates can't read phonetic symbols at all. So, I used a few days of cram school to help them review the phonetic symbols and teach them how to read, stress and write words according to their pronunciation. Pay attention to the change of mouth shape, especially vowels, because English reading depends on whether vowels can be pronounced accurately to some extent.

4. Encourage students to think and answer questions in English.

Some students are afraid to speak English because they are afraid of making mistakes. Therefore, we should always encourage them to express themselves in English, and help them overcome their timidity and dare to think and answer in English through group discussion. And let them read the text after the English tape to cultivate their sense of language and improve their listening comprehension.

5. Exercise students' listening.

Some students are weak in listening and speaking. In view of this situation, I asked them to read with tapes, put some original English tapes for them to imitate, and taught them the common rules of linking, strengthened listening training, and adopted intensive listening and extensive listening.

6. Cultivate the mood of reading comprehension-be calm and don't be impatient.

Reading comprehension, on the one hand, requires intensive reading and understanding of every chapter, paragraph, sentence and even every vocabulary of every text; On the other hand, to read widely, we should not only choose different themes, but also choose different genres, and pay attention to understanding the customs and language styles of Britain and the United States. The reading quantity goes up, the reading speed goes up, the understanding level goes up, and cloze and error correction can be done well. There is a large amount of reading in the college entrance examination, so it is very important to cultivate a good mood. Don't get bored with new words, long sentences and difficult sentences. Don't look up new words in the dictionary, which will affect the speed and overall understanding of the text. Look at the topic first, and then look for it purposefully to ensure that the objective question does not lose points, so that you can find the answer directly or indirectly in the text. For the subjective questions, you need to summarize them yourself, but all the questions will require students to answer some positive content, so you can draw inferences from others.

7. Train them to correct the mistakes in the essay.

Junior high school students have never done this kind of topic, so they should be standardized according to the requirements of the college entrance examination. Read it as a whole, and then judge it sentence by sentence. Tell them that the basic principle of error correction is 522 1. Maybe five words need to be changed and two need to be added or deleted. 1 is correct, and that's basically it. You can check according to this.

8. The practice of written expression can start with sentence translation.

To write a written expression, we must first carefully examine the questions, make clear the writing format and determine the tense. For example, notices and notes often use the future tense, diaries use the past tense, people can be introduced by the simple present tense, and places can be introduced by the simple present tense and past tense for comparison. Then you can make an outline and write sentences. Students must learn to analyze the trunk of a sentence, find out the subject, verb and appropriate tense, then translate the main sentence, and then put adverbials and attributes at the end or the beginning of the sentence. Then connect the sentences with appropriate conjunctions, and finally check the tense, spelling and habitual collocation of words. Also pay attention to flexible sentence patterns, and use simple sentences, complex sentences, long sentences and short sentences alternately to get high marks.

In a word, building confidence is the foundation of bridging teaching, laying a good foundation is the key, and cultivating ability is the purpose of bridging teaching. As long as we make unremitting efforts, we will certainly do a good job in the transition of English teaching in junior and senior high schools, thus improving the teaching quality.

On the connection of junior high school physics from the way of thinking

Every time I teach physics in high school for one year, there are always many students who reflect why physics in high school is so difficult to understand, but they can't do their homework in class, which is completely different from physics in junior high school. As physics teachers, we should not only give more encouragement, but also pay attention to the thinking characteristics of middle school students in teaching, teach them the methods of learning physics, and let them adapt to the study of physics in senior high school quickly.

In the whole middle school stage, students' thinking ability develops rapidly, and abstract logical thinking is in an advantageous position. Therefore, middle school physics teaching should follow the law of middle school students' thinking development, and pay attention to cultivating students' thinking ability according to the characteristics of high school students' immature thinking plasticity, so that they can master the thinking method of learning physics. Next, I will talk about the connection of physics teaching in junior high school and senior high school from the aspect of thinking method of learning physics, combined with teaching practice.

A. Establish reasonable physics