1. Abbreviation and use of cohesive teaching materials

There are many knowledge points in junior and senior high school mathematics textbooks that need to be connected, such as the concept, mapping and correspondence of functions. Some are new contents in senior high school, and some are old knowledge in junior high school. In teaching, we should not only pay attention to reviewing old knowledge, but also clarify the connections and differences between old and new knowledge, and appropriately infiltrate mathematical ideas and methods of transformation and analogy to help students review old knowledge and realize the transformation from unknown to known. Starting from the students' reality, based on the principle of "low starting point, quick running in small steps, diligent feedback, and focusing on correcting", a proper number of exercises are compiled to straighten out the steps of mathematics exercises in junior and senior high schools. Make students master mathematics knowledge step by step from shallow to deep.

2. Strengthen the study of new curriculum standards

Strengthen the study of new curriculum standard in senior high school, study teaching materials deeply, investigate "blind areas" and solve the problem of students' knowledge connection. Teachers should fully understand the teaching materials and make clear the knowledge points. Grasp the knowledge system of the new curriculum in an all-round way and improve the pertinence of classroom teaching.

3. Strengthen academic exchanges between teachers in senior high schools and junior high schools.

Provide opportunities for high school and junior high school teachers to listen to each other, evaluate and discuss. Strengthen the teaching under the guidance of learning methods and infiltrate the whole teaching process at all times. Invite teachers who have participated in junior high school curriculum reform to give a special lecture on the characteristics of junior high school curriculum reform and junior high school law.

4. Daily teaching research teaching methods, cultivate ability.

The new curriculum standard requires us to fully embody the teaching principle of "teacher-oriented and student-centered" in teaching. It is necessary to mobilize students' learning enthusiasm and let them change passive learning into active and happy learning.

(1) Slow down the initial teaching progress and gradually speed up the teaching pace.

Because junior high school students are used to slow teaching progress, if the progress is fast at the beginning, students will not be able to adapt well and the teaching effect will be easily affected. Therefore, the teaching progress of senior one should be slowed down appropriately, and then accelerated as appropriate, so that students can gradually adapt to the rhythm of senior high school mathematics teaching.

(2) Creating problem situations to reveal the formation and development process of knowledge.

In the process of teaching mathematics knowledge, students should not only know why, but also know why, especially in high school mathematics teaching. This requires senior high school teachers to create problem situations, explain the ins and outs of knowledge, and reveal the process of putting forward new knowledge (concepts, formulas, theorems, laws, etc.). ), explore the process of solving examples, summarize the process of solving problems and laws, and let students understand what they have learned more deeply.

5. Strengthen the guidance of learning methods, cultivate students' good study habits and improve learning efficiency.

It is far from enough to understand a lot of knowledge in high school only in class, and it needs to be carefully digested. This requires students to have strong reading analysis ability and self-study understanding ability. Therefore, in the connection of junior high school and senior high school mathematics teaching, teachers should consciously guide students to read mathematics textbooks, help students understand and master mathematical concepts by compiling reading outlines, and organize reading discussions for some simple chapters to cultivate students' self-study understanding ability and good habits of independent research. Guide students to actively participate in observation, experiment, guessing, verification, reasoning, communication and other mathematical activities, so that students can form effective learning strategies.