First of all, it analyzes the reasons for the difference in math scores between junior high school and senior high school.
1. Environmental and psychological changes.
For freshmen, the environment can be said to be brand-new. New textbooks, new classmates, new teachers, new groups ... Students have an adaptation process from unfamiliar to familiar. In addition, after intense review of the senior high school entrance examination, some students will have the idea of "relaxation" after entering school, and have no sense of urgency. Some students are also afraid. Before entering school, they heard that high school mathematics was difficult to learn. At the beginning of high school math class, there are some abstract concepts that are really difficult to understand, such as mapping, set, straight lines in different planes and so on. This made them in a passive situation from the beginning. These factors seriously affect the learning quality of freshmen in senior high school.
2. Changes in teaching materials.
First of all, the content of junior high school mathematics textbooks is popular and concrete, mostly constant, with few and simple questions; However, high school mathematics is abstract, and studying variables and letters not only pays attention to calculation, but also pays attention to theoretical analysis. It is more difficult to discuss the influence of the range of letters on the results than junior high school.
Secondly, due to the adjustment of the content of textbooks in recent years, although the junior high school textbooks have reduced the difficulty, in contrast, the junior high school textbooks have greatly reduced the difficulty, while the senior high school teachers dare not reduce the difficulty because of the restrictions of the college entrance examination, resulting in the actual difficulty of senior high school mathematics has not decreased. Therefore, in a sense, the adjusted textbooks not only did not narrow the difficulty gap in the content of junior and senior high school textbooks, but increased the difficulty gap.
3. Changes in learning methods.
In senior high school, due to the rich content and short time, teachers can't tell all the application forms and types of knowledge in detail, 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 in thinking, be good at summing up laws, master mathematical thinking methods, and draw inferences from others. However, freshmen in senior high school often continue to follow the methods of junior high school, which leads to more learning difficulties, and it is very difficult to complete the homework of the day, and there is no time for self-digestion and self-adjustment such as preview, review and summary. This is obviously not conducive to the formation of good learning methods and the improvement of learning quality.
Second, the main measures to do a good job in junior high school convergence
1. Get ready to lay a good foundation for convergence.
① Do a good job in entrance education. This is the basic work, but also the primary work to do a good job of convergence. There are four main tasks to be done here: first, explain to students the position and role of senior one mathematics in the whole middle school mathematics; Secondly, through the comparison with junior high school, the characteristics of high school mathematics content system and classroom teaching are explained to students with examples; The third is to illustrate the essential differences between junior and senior high school mathematics learning methods with examples, introduce some excellent learning methods to students, and point out matters needing attention; Fourth, ask senior three students to talk about their experiences and feelings, and guide them to take fewer detours and adapt to high school study as soon as possible.
② Find out the base and plan teaching.
To make a good connection between junior high school and senior high school, teachers should first find out the students' learning foundation, and then plan their own teaching, implement teaching requirements and improve the pertinence of teaching. In teaching practice, on the one hand, we understand the students' foundation by conducting thorough tests and analyzing the entrance scores; On the other hand, seriously study and compare the syllabus and textbooks of junior and senior high schools, fully understand the mathematics knowledge system of junior and senior high schools, and find out the connection points, differences and knowledge points that need to be paved and bridged, so as to make lesson preparation and lectures more in line with students' reality and more targeted.
2. Optimize classroom teaching and do a good job of connecting junior high school with senior high school.
(1) Based on the syllabus and teaching materials, we should respect students' reality and implement hierarchical teaching. There are many difficult knowledge points in senior one mathematics, such as set and mapping, which are really difficult for freshmen. Therefore, in teaching, we should proceed from the reality of senior one students, adopt the persuasion method of low starting point, small gradient, multi-training and hierarchical, and decompose the teaching objectives into several progressive levels and implement them step by step. In terms of speed, slow down the initial progress and gradually speed up the pace of teaching. In the introduction of knowledge, most of them are examples, which are known. In the implementation of knowledge, the "dead" textbook should be implemented first, and then the flexible textbook should be popularized. In the explanation of difficult knowledge, starting from the reality of students' understanding and mastery, the teaching materials are treated at necessary levels and knowledge is paved, and the main points of knowledge understanding and application are summarized and illustrated with examples.
② Attach importance to the connection and difference between old and new knowledge, and establish knowledge network. There are many connected knowledge points in junior high school mathematics, such as the concept of function, plane geometry and solid geometry. In high school, some have deepened, some have expanded the scope of research, and some have established conclusions in junior high school, which may not be true in high school. Therefore, when teaching new knowledge, we intend to guide students to contact with old knowledge, review and distinguish old knowledge, and pay special attention to analyzing, comparing and distinguishing those knowledge that are easy to make mistakes and confusion. This can achieve the effect of reviewing the old and learning the new, and reviewing the old and learning the new.
(3) Focus on showing the process of knowledge formation and exploring methods, and cultivate students' creative ability. Senior high school mathematics is more abstract and flexible than junior high school mathematics, which requires students to understand knowledge thoroughly and apply it vividly, rather than just memorizing knowledge conclusions. This requires teachers to show students the background, formation and exploration process of new knowledge and new solutions, which can not only enable students to master the essence of knowledge and methods, improve the flexibility of application, but also enable students to learn how to question and resolve doubts and promote the improvement of creative thinking ability.
④ Pay attention to cultivating students' good habits of self-reflection and self-summary, and improve their learning consciousness. In teaching, we seize the opportunity and actively cultivate. At the end of the unit, help students summarize their own chapters. Actively guide students to reflect after solving problems: think about the ideas and steps of solving problems, think about multiple solutions to one problem and multiple solutions to one problem, and think about the summary of solving methods and laws. Therefore, students can cultivate the habit of self-reflection, expand the application scope of knowledge and methods, and improve learning efficiency.
3. Strengthen the guidance of learning law.
In senior high school mathematics teaching, strengthening the guidance of students' learning methods is one of the important tasks. Guidance focuses on cultivating learning ability and paying close attention to the basic links of learning, such as "how to preview" and "how to attend classes".
There are three specific measures: first, the method of guiding learning to apply in teaching activities such as knowledge explanation, homework evaluation and test paper analysis is close to students' learning reality and easy to be accepted by students; The second is to hold a series of lectures to introduce learning methods; Third, exchange learning methods regularly, so that students can learn from each other and improve together.
In a word, by paying attention to all aspects, students can truly integrate into autonomous learning and find interest in learning junior high school mathematics. Their own efforts will certainly enable students to adapt to senior high school mathematics more quickly.