The difference of mathematics knowledge density between senior high school and junior high school, the lack of mathematics knowledge in junior high school and the large classroom capacity in senior high school, as well as the changes in the requirements for students' thinking ability in senior high school and junior high school, make a considerable number of students unsuitable for the teaching content and methods, and think that senior high school mathematics is faster than junior high school mathematics, and it is difficult or insufficient to learn senior high school mathematics. Landslides began to appear at the end of the term, which led to polarization, especially for some girls, who had great obstacles in learning mathematics and their grades declined. After entering high school, I can't adapt to the new learning methods and new teaching methods, and I feel very hard, so my academic performance drops, which even seriously affects my self-confidence and interest in learning. Especially after the implementation of the new curriculum standard, it is more prominent. A considerable number of students have entered the "difficult period" of mathematics learning, and their mathematics scores have declined seriously. Even the top students in the past may become underachievers. The main reason for this result is that there is a great difference in mathematics learning between junior high school and senior high school, which is caused by it. So how can we make a good connection between junior and senior high school knowledge in teaching?

First, grasp the integrity of teaching content and textbook arrangement.

1, moderately improve the theoretical content of junior high school. The narrative method of junior high school textbooks is relatively simple, the language is easy to understand, intuitive and interesting, the conclusion is easy to remember, and the students master it well. However, in the third grade, the rigor and standardization of the narrative content of the textbook have been enhanced, and the abstract thinking and spatial imagination characteristics of mathematical knowledge have been properly reflected.

2, increase the teaching of transitional textbooks, so that junior and senior high school knowledge is serialized and systematized. For example, quadratic function is an important content of high school mathematics, and it is obviously not enough for high school to rely solely on the teaching requirements of junior high school. It is suggested to add a section on "Relationship between Four Quadratic Equations" after "Solution of Quadratic Inequality of One Yuan" to systematically explain the internal relationship among Quadratic Equation of One Yuan, Quadratic Trinomial, Quadratic Function and Quadratic Inequality of One Yuan, and the application of this relationship. After the monotonicity of the function, the section "Some Parabolic Problems" was added, and the concept of the function spiraled from junior high school to senior high school.

Second, grasp the integrity of the teaching of mathematical thinking methods

In the new curriculum standards, mathematical thinking methods have been placed in a high position. In reality, with the extensive use of computers, the application of mathematical thinking methods in various fields has become increasingly prominent. Therefore, whether in junior high school or senior high school, it is necessary to emphasize the teaching of mathematical thinking methods:

1, because junior high school students tend to think in images and remember mechanically. Therefore, we should pay attention to improving students' ability to remember word meanings and help them master the methods of remembering word meanings. Teachers should combine the usual classified discussion with the training questions of function corresponding thinking, strengthen the flexibility of students' thinking, and improve the cultivation of meaningful memory and mathematical thinking consciousness and ability. However, by designing some classroom structures with low starting point, small slope and high density, senior one teaching can consciously disperse the difficulties: connecting with abstract thinking, logical thinking and three-dimensional thinking, so that they can pay attention to the relationship between special and general, induction and deduction, and theory and practice.

2. Highlight the combination of numbers and shapes. Because junior high school mathematics is first linked by functions, function images play an important role in studying the properties of functions. By observing the changing trend of function images, the properties of functions can be summarized. The relationship between the function of the inverse function and the function image is also induced by the changing characteristics of the image. The properties of exponential function and logarithmic function are given by the function image itself. Therefore, both junior and senior high schools should attach importance to image teaching, so that students can not only get the corresponding nature from image observation, but also have a proven way of thinking when learning the nature.

Third, grasp the integrity of teaching methods

The new curriculum standard emphasizes the cultivation of students' innovative ability and practical ability, and the teaching method advocates inquiry and research-based learning, which should be gradually infiltrated in teaching.

1. There are similarities in teaching methods between senior high school and junior high school, which are mainly based on explanation. However, junior high school teaching should try to overcome nanny teaching, change the details of explaining knowledge, summarize the types of questions, summarize the methods and means, and improve the systematization and networking of teaching knowledge. Senior one should undertake junior high school teaching. Although there is a summary of problem-solving methods, it is necessary to increase the number of practice classes and the amount of training questions, so that students can master the general methods first and let the newly enrolled students get through the adaptation period.

2. Whether in junior high school or senior high school, teachers should consciously connect with other teaching methods, such as how to guide students to learn math language well, read math textbooks, master math concepts, use flexible math formulas, and master basic skills to solve math problems. All these require teachers to constantly infiltrate students in the process of learning methods. For example, in concept learning, you can mark important words; A comparative study of confusing concepts; Explain the meaning, scope of application and special cases of letters of formulas and theorems to help students learn. Only with the guidance and help of teachers and the practice of students can these learning methods become their own learning methods and habits. Through various teaching methods, students gradually realize that only by improving their learning ability can they cope with high school learning.

Fourth, grasp the integrity of the guidance of learning methods.

In the new mathematics curriculum standard, it is clear for the first time that the teaching goal is not only the imparting of knowledge, but also the students' understanding of the learning process, the mastery of learning methods and the cultivation of attitudes, emotions and values. The cultivation of students' learning attitude and emotion is mainly reflected in the guidance of learning methods: the guidance of high school learning methods should pay attention to theory. Due to the sharp increase of learning density and homework, simple rote learning methods and passive learning attitudes will make students who have just entered high school deadlocked, so students must be made aware of the necessity and urgency of adjusting their learning methods.

For example, if students understand Ebbinghaus's law that forgetting is fast first and then slow down, they will understand why they emphasize reviewing in time after learning new knowledge: if they understand the law that decentralized learning is better than centralized learning, they will understand why decentralized learning and memory are advocated in the learning process; Knowing the law that two similar materials are easy to interfere with each other, you will

In a word, mathematics learning in senior one is a critical period in middle school. As long as students change their ideas, raise their awareness and improve their learning methods in the learning process, they can successfully pass the turning point and learn high school mathematics well. In mathematics classroom teaching, in order to improve students' learning efficiency and teaching quality within 40 minutes, teachers should conscientiously do "three preparations". As a new teacher, if you have time, you can consult more old teachers, learn from each other's strengths, strive to improve your own teaching quality and give full play to the leading role of teachers.