1. The middle and high school textbooks span too much.
Junior high school emphasizes perceptual knowledge, and students know things more from appearances. High school emphasizes rational understanding and research on the nature of things. For example, functions are mainly studied from specific linear functions, inverse proportional functions and quadratic functions. The image of the function is often drawn first, and then the nature is studied, emphasizing the understanding of the specific function. The function of senior high school is abstract, and it is often studied from analytical formula. Some functions are even difficult to express with a specific formula, which emphasizes the understanding of the essence of the function. For example, in the primary school stage of junior high school, the focus is on the operation of numbers, which is relatively shallow, and students can basically calculate by hand, while the index operation in senior high school focuses on the operation of formulas, which is relatively deep. If students don't understand the concept deeply, they will often make mistakes or even have no way to start.
Junior high school textbooks focus on the operation in real number sets, lacking strict definitions or incomplete definitions of concepts, such as functions and trigonometric functions. Many mathematical theorems are not strictly demonstrated or given in the form of axioms to avoid proof. For example, many properties of inequality are treated in this way; The slope of the textbook is gentle and intuitive, and each concept is equipped with enough examples and exercises. The first chapter of the textbook for senior one is the knowledge of modern algebra such as set and mapping, and then the problem of function (in the function, it is divided into quadratic function, exponential function and logarithmic function, with different properties and images). The proof of monotonicity of function is another difficulty, and vectors require high spatial imagination. There are many concepts and symbols in the teaching materials, which have strict definitions and high requirements for argumentation, so it is quite difficult for freshmen to learn. In addition, there are many contents, and the capacity of each class is much larger than that of junior high school mathematics. These are the objective reasons for the large-scale decline in mathematics scores in Grade One of Senior High School.
2. Freshmen in senior high school generally don't adapt to the teaching methods of senior high school math teachers.
I have talked with students many times this semester to understand the learning situation. Students generally report that they can understand math class, but they can't do homework. Many students said that they usually feel that they study very well, but their test scores just can't get up. Junior high school teachers attach importance to intuitive and vivid teaching. After each example, the teacher should arrange corresponding exercises, and students have many opportunities to perform on the blackboard. In order to improve the qualified rate, many junior high school teachers classify the topics and ask students to memorize the methods and steps of solving problems. Key topics are repeated many times. And high school teachers emphasize mathematical thinking methods, extrapolate, and work hard on strict argumentation and reasoning. Therefore, there is a huge gap between junior and senior high school teachers in teaching, and there is no transition process in the middle, so that freshmen in senior high school generally cannot adapt to the teaching methods of senior high school teachers.
3. The learning methods of senior one students are not suitable for senior high school mathematics learning.
Senior one students have formed fixed learning methods and habits in junior high school for three years. After entering senior high school, students' study habits and problem-solving methods are still in junior high school, so they have a strong dependence, and they can't grasp the initiative of learning by following the teacher. They listen attentively in class and try their best to finish the homework assigned by the teacher. However, in class, we just listened to the class, didn't remember the main points of the teacher's lecture, didn't find the existing problems in time, let alone find the connection between knowledge. Lack of positive thinking, when encountering problems, I don't think with my brain, but hope that the teacher will explain the whole problem-solving process; Can't arrange time scientifically, and lack the ability of self-study reading; A little knowledge of concepts, properties and theorems; Doing homework after class, doing problems randomly and imitating mechanically, thus forming learning disabilities. There are also some students who think that they can relax their requirements after being admitted to high school.
In view of the above problems, I think the following measures should be taken to improve the math scores of senior one in a large area:
1. Senior one teachers should delve into junior high school syllabus and textbooks.
Senior high school teachers should understand the teaching characteristics of junior high school teachers. At the beginning of the semester, we should know the students' knowledge level and their study habits through baseline tests and student forums. On the premise of finding out the three basics (junior high school knowledge system, junior high school teachers' teaching characteristics and students' situation), according to the teaching materials and syllabus of senior one, make a considerable teaching plan, determine the teaching methods to be adopted, and be targeted.
2. Senior one should slow down the progress, reduce the difficulty and pay attention to the connection of teaching content and methods.
According to my practice, I think the class hours of the first chapter of senior one should be increased. We should strengthen the teaching of basic concepts and basic knowledge. Attention should be paid to image and intuition in teaching. For example, when talking about mapping, we can give some intuitive examples, such as the allocation method of arranging 50 students in a class to 50 single tables, which creates a ladder for introducing the concept of mapping. Due to the lack of rigorous argumentation ability of freshmen, a series of training can be carried out when proving monotonicity of functions, and imitation proof can be carried out at first. To increase the number of times students practice on the blackboard, so as to find and solve problems in time, the chapter exam should not be too difficult. Through the above methods, the difficulty of teaching materials can be reduced, the acceptability of students can be improved, the learning confidence of students can be enhanced, and students can gradually adapt to the normal teaching of mathematics in senior high schools.
3. Be strict and lay a good foundation
At the beginning of the first class, teachers should put forward specific and feasible requirements for the five major links of learning. Such as: standardization of homework, independent completion, correction of wrong questions and so on. Students' shortcomings in learning should be corrected within a time limit. Strict requirements are perseverance, which runs through the whole process of students' learning and becomes a habit of students. The density of inspection should be increased. For example, the first chapter can be divided into three parts for teaching, and each part should be reviewed. If the pass rate is less than 70%, a concept consolidation test should be conducted five minutes before class, which should be regular to supervise, check and consolidate the knowledge learned. Practice shows that good teaching and strict requirements are the main links to improve teaching quality.
4. Guide students to improve their learning methods.
Good study methods and habits are not only the need of high school study, but also will benefit students for life. However, good learning methods and habits, on the one hand, need the guidance of teachers, on the other hand, also rely on teachers' importunities. Teachers should introduce the characteristics of high school mathematics to students, give special lectures on learning methods, and help students make study plans, focusing on classes and arranging time reasonably. When listening to the class, you should use your brain, pen and mouth to participate in the formation of knowledge, not just to remember the conclusion. Teachers should recommend extracurricular tutoring books to students to expand their knowledge. Encourage students to summarize chapters, string knowledge into lines, and turn books from thick to thin and from thin to thick. It is necessary to hold an exchange meeting on learning methods in a timely manner, so that good learning methods can become the common wealth of all students. Cultivating good study habits includes making study plans, self-study before class, paying attention to class, reviewing in time, working independently and studying after class.
(1) Make a good plan so that the learning purpose is clear, the time schedule is reasonable, and it is slow and steady. Plans must be practical, with both long-term plans and short-term arrangements. Be strict with yourself in the process of implementation and temper your will to learn.
(2) Self-study before class can not only cultivate self-study ability, but also improve the interest in learning new lessons and master the initiative in learning.
(3) Classroom is the key link to understand and master basic knowledge, skills and methods. After learning, students who have taught themselves before class can pay more attention to the class. They know what should be detailed and what can pass by, and then they write down what they should remember, instead of copying it all down and recording it.
(4) Timely review is an important part of efficient learning.
(5) Independent homework is a process of thinking independently, analyzing and solving problems flexibly, further deepening the understanding of new knowledge and mastering new skills.
(6) Extracurricular learning is a supplement and continuation of in-class learning. It can not only enrich students' cultural and scientific knowledge, deepen and consolidate what they have learned in class, but also satisfy and develop our hobbies, cultivate their ability to study and work independently, and stimulate their thirst for knowledge and enthusiasm for learning.
5. Do a good job in solving problems.
In junior high school, the theoretical requirements for topics are low, and intuitive understanding and operation are emphasized. Considering these conditions, the conclusion is clear. But in high school, asking questions is demanding and logical reasoning is emphasized. Constraints are often hidden in concepts and known conditions. Therefore, in the process of solving problems, students can't set the teacher's examples as they did in junior high school mathematics learning, but ask them to understand the meaning of the problem first, dig out the connection and restriction between the concept and nature in the problem, then start solving problems, and then analyze and verify the correctness of their problem-solving process.
Mathematics is responsible for cultivating computing ability, logical thinking ability, spatial imagination ability, and the ability to analyze and solve problems by using what you have learned. It is characterized by a high degree of abstraction, logic and wide applicability, and requires high ability. When learning mathematics, we must pay attention to living. We can't just read books without doing problems, and we can't bury our heads in doing problems without summarizing and accumulating. We should be able to learn from textbooks and find the best learning method according to our own characteristics.
From Whole Chicken Feet. I hope I can help you!