There are objective differences in mathematics learning in primary and secondary schools. How to do a good job in the connection of primary and secondary mathematics and realize the smooth and harmonious transition from primary school to middle school is a very realistic problem before us. Next, I will analyze the convergence of mathematics learning in primary and secondary schools from two aspects: knowledge points and learning methods.
First, the convergence of knowledge points
"Mathematics Curriculum Standard" skillfully connects the teaching contents of primary school and junior high school. Understanding the following cohesion points is of great significance for us to correctly handle the mathematics cohesion in primary and secondary schools.
1. Condensation of Arithmetic Number and Rational Number
In primary school, students are basically exposed to arithmetic numbers (positive integers, fractions, decimals and negative numbers), which come from real life and have the age characteristics of students; After entering junior high school, I expanded the range of numbers to rational number domain, and at the same time, the operation of numbers rose from the four operations of addition, subtraction, multiplication and division in primary school to the operation of power sum roots. This is a leap in understanding logarithm. In order to make students better adapt to junior high school learning, senior math teachers in primary schools should use practical examples to extend junior high school knowledge when reviewing. For the elementary arithmetic of arithmetic methods, we require students to master the operation order and the correct rate of calculation skillfully; After junior high school, as long as we understand the symbolic rules, the operation teaching of rational numbers can also achieve twice the result with half the effort.
2. "Cohesion" between numbers and algebraic expressions
In primary schools, students are exposed to figures from life. In their impression, number is a concrete symbol of how much it can represent, but in the knowledge of "rational number" in junior high school, the concept of "formula" is introduced to study the operation of formula. This is a transition from "number" to "an abstract algebraic expression with letters", a major turning point for students to learn mathematics, a leap from concrete to general and abstract, and a leap for students who have just entered junior high school. The main change of real numbers and formulas is from the concrete operation of numbers to the formal operation of algebraic expressions. In order to successfully complete this transformation, we can try to use the method of "semi-algebraic operation" to infiltrate teaching in the senior stage of primary school.
3. From Arithmetic Law to Equation Solving Application Problems
People's Education Press Primary School Book IX arranges the understanding equation content. The equations that primary school students are exposed to are relatively simple and influenced by arithmetic thinking. The thinking modes of these equations listed are all arithmetic in nature. In order to let students learn the following equations, we can guide them to understand that in the process of listing equations, it is important for the unknowns to participate in the operation and list equations with equal relations. Guiding students' thinking mode to gradually change from arithmetic thinking to algebraic thinking is undoubtedly an important content in the connection of mathematics teaching in primary and secondary schools. Teachers who have taught Zhejiang Education Edition and People's Education Edition can easily find that in the past, solving equations was based on the relationship between the parts of four operations, but now they are all based on the properties of equations. To be sure, it is the right way to solve the equation by using its properties. The purpose of strengthening this teaching is to help students learn more complicated equations in junior high school.
Second, the convergence of learning methods
In primary school, students' study plans are basically arranged by teachers, and students do not make their own plans. In junior high school, study time is tight and there are many courses. If the schedule is unreasonable and the plan is not careful, it will disrupt the war situation. Therefore, mathematics teachers in senior grades of primary schools should consciously ask students to make plans for their own study in their usual teaching, and urge them to complete them.
1. Pay attention to preview, guide students to learn independently, improve students' autonomous learning ability, and let students enter the learning atmosphere of junior high school in advance, so as to better adapt to the future junior high school study life.
2. Listen carefully and actively guide students to think. In the teaching of primary school graduating class, we should consciously put forward some deep and difficult questions to make students willing to think and cultivate students' good habit of thinking diligently.
3. Strengthen training and expand practice. In the teaching of graduating classes, more outward bound exercises should be preset, so that students can enter the role of junior middle school students more quickly.
4. In the teaching of primary school graduating classes, teachers should talk as little as possible and explore more; In the teaching of grade one, teachers should also talk less step by step, so that students can gradually adapt to this teaching mode.
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