First, send
Mathematics in the second volume of the sixth grade divides the contents of the four fields proposed by the curriculum standard into six parts, namely, number and number operation, elementary knowledge of algebra, applied problems, quantity measurement, elementary knowledge of geometry and simple statistics. Teachers should guide students to sort out, classify and classify the knowledge they have learned in different grades in primary schools according to the internal relationship between knowledge, using tabular format, closed line diagram and set diagram, so as to find out the ins and outs between them, communicate the internal relationship of knowledge and grasp the structure of knowledge as a whole. This not only helps to deepen the understanding of the knowledge learned, but also helps to improve the ability of comprehensive application of knowledge and lay a solid foundation for entering the seventh grade.
Second, welcome.
When students enter the seventh grade, the courses are increased and the content is deepened, and there is little contact between teachers and students, which makes it difficult for students to adapt at the moment. Some students fall behind because of the change of learning environment and lax study. There will always be seventh-grade teachers who blame students for their poor elementary school foundation, stupid brains and inability to learn. This forces the seventh-grade teachers to understand the basic knowledge, learning methods, personality characteristics and psychological activities of each student as soon as possible, so that students can quickly adapt to the seventh-grade study life. As a seventh-grade teacher, we should build a bridge between mathematics knowledge in primary and secondary schools, so that students can have a smooth transition.
1. Reproduce the knowledge structure diagram.
The seventh-grade math teacher, as far as possible, posted the knowledge distributed in primary schools in the classroom in the form of charts and other forms. Or redraw the knowledge structure map with students and use various methods and forms to let students reproduce what they learned in primary school in their minds and deepen the consolidation of primary school mathematics knowledge.
2. Numbers and algebra.
< 1 > the introduction of negative numbers. The introduction of negative numbers is a leap for students to understand numbers. Teachers should guide students to deepen their understanding of "quantity with opposite meaning", give more examples and introduce negative numbers from discovery. Let students psychologically accept the classification of rational numbers.
< 2 > understanding of power. Teachers can guide students to understand the meaning of A and A again from the square area formula S=a and the cubic volume formula V = A, and then study the power.
The application of < 3 > one-dimensional linear equation. An equation is an equation with unknowns. What I have seen in primary school are some simple equations, such as 2x=50, 3x+ 1=4 and so on. To explore the linear equation of one yuan, students should lay a good foundation for expressing numbers and formulas with letters, and realize the leap from concrete numbers to abstract numbers, from numbers and their operations to conversion formulas and their operations. In specific teaching, we should not only guide students to master the method of expressing numbers by letters and the relationship between numbers, but also pay attention to excavating the internal connection of mathematics teaching content in primary and secondary schools. For example, compare integers and algebraic expressions, fractions and fractions, rational numbers and rational expressions, equality and equality, equality and inequality, etc. Guide students to find out their internal relations and differences, build bridges between knowledge, and grasp the transition between knowledge. Because letters are introduced to represent numbers and formulas, students' general thinking is smoother, and unknowns and known numbers can form an equation (that is, an equation). The difference is the application of the equation: the idea of solving the equation in primary school is to give priority to synthesis, that is, to deduce the unknown from the known, while the application problem of the seventh grade equation is to grasp the equality relationship and focus on analysis. Teachers should compare their differences and let students realize the advantages of the new equation. In this process, teachers should make full use of the relevant knowledge and ability acquired by middle school students in primary school mathematics, build a bridge between old and new knowledge, and help students get through the process from solving simple equations to solving linear equations.
3. Space and graphics.
To understand three-dimensional graphics and plane graphics, we should start with the real things in life. The seventh-grade teachers should try their best to guide students to consolidate the concepts and characteristics of plane graphics and three-dimensional graphics they learned in primary school, as well as their classification. On this basis, continue to explore some simple plane graphics-straight lines, rays, line segments and angles. Finally, the concepts are classified, summarized and the similarities and differences of similar or similar concepts are revealed in time, so that students can be organized and have clear concepts, and gradually form a relatively complete concept system, laying a learning foundation for studying plane geometry in the future.
Third, convergence.
The "seeing off" of grade six and "welcoming" of grade seven discussed above focus on the connection of knowledge and skills. Here, let's briefly describe the connection of emotion, attitude and values.
1, assignment for summer vacation.
After graduating from primary school, there is often no summer homework. Some teachers in the graduating class of primary schools have a liberated psychological tendency, and they don't put forward too many requirements for students' study and life in summer vacation. In addition, primary school students have low consciousness and poor self-study ability, and some students have neglected their summer vacation. In addition, students forget cultural knowledge, and when they enter the seventh grade in summer vacation, their cultural level will be reduced to varying degrees. Therefore, if the teachers of the sixth-grade graduating class can invite the seventh-grade teachers to give their students homework (including review and preview, in-class and out-of-class), they can enrich their summer study life, arouse their attention to summer study and prepare for entering the seventh grade.
2. Cultivate students' good habits and teach them scientific learning methods.
From primary school to middle school, with the increase of courses, teachers' teaching art is different. The seventh grade teachers should first guide students how to take notes in class, how to sum up knowledge, classify exercises, and write the format of homework, standardize problem solving and so on. Secondly, we should guide students to learn to read math books. As we all know, reading before class can help students find out doubts and pay attention to the main points. Reading after class can make up for the lack of exploring knowledge in class and deepen the knowledge learned. Thirdly, we should teach students how to correct wrong questions, how to write unit summaries, and gradually sum up knowledge at a higher level. Make the seventh grade students have a good start in mathematics learning.
3. Pay attention to the cultivation of thinking ability.
Students who have just stepped into the seventh grade, like primary school students, have poor self-control and are easily influenced by emotions. The time of "intentional attention" is short, and "unintentional attention" is dominant. Teachers should not set too high a teaching base in the classroom. Teachers should make full use of students' eyes, ears, hands and brains, enhance the purpose of learning, and turn "unintentional attention" into "intentional attention" in stages, thus giving full play to students' initiative and helping to cultivate students' thinking ability.
The above are just some ideas about the convergence of sixth and seventh grade mathematics, which are only personal opinions and not perfect enough. In fact, the problem of mathematical cohesion exists in the teaching of every period, every unit and every chapter. The purpose of studying mathematical knowledge "connection" is to make each knowledge "point" and knowledge "segment" become the whole "knowledge chain". Lay a good foundation for students' further study.