Junior high school mathematics is closely related to primary school mathematics, and some knowledge of junior high school mathematics has been preliminarily understood in primary school mathematics. Of course, there are a lot of unfamiliar knowledge, so it is very necessary to do a good job of math connection between primary school and junior high school in junior high school. Let me tell the difference from three aspects: learning style, classroom capacity and solution:

First, the difference between learning methods

Mathematics teaching in primary schools is mainly taught directly by teachers, while the self-study ability of primary school students is slightly poor, and students often imitate teachers' thinking and reasoning to do more problems. Usually, the questions in primary school mathematics exams are relatively fixed, and the flexibility and difficulty are relatively low. As long as you learn the knowledge points taught by the teacher well, there is no problem in calculation and your grades are good.

With the increase of knowledge difficulty and extensive knowledge, junior high school mathematics requires higher and higher learning ability, and pays more attention to the cultivation of students' autonomous learning ability and thinking ability. Because of the high flexibility of junior high school math problems, students can't simply imitate, simple imitation can't develop students' self-thinking ability, and their math scores can only be average. In this process, give students enough time to think and arrange some after-class thinking content. The communication and inquiry between students and between teachers and students are gradually increasing, which can better help themselves, help each other and explore, and embody the new curriculum concept.

Second, the difference of classroom capacity.

Primary school mathematics classroom teaching capacity is small, and the progress is slow. Because the class hours are the same as junior high school, but the content is simple, a lot of repeated exercises can be carried out in the classroom, and there is plenty of time. Primary school mathematics knowledge is relatively narrow, knowledge is relatively simple, there is no in-depth excavation content, because of the characteristics of primary school knowledge structure, a lot of knowledge can only be touched.

Junior high school mathematics classroom has a large capacity, a lot of knowledge needs to be expanded, and more knowledge needs to be consolidated and trained. Junior high school mathematics is basically a new content every day, or a new class or a problem class. The pace of class is also accelerated, the knowledge of junior high school is wider, and the difficulty of knowledge is increased. With the acceleration of the rhythm, many students will find it difficult to study.

3. Differences in problem-solving methods

Primary school mathematics problem solving pays more attention to non-equation solution, so as to train students' thinking. Calculation is the basis of foundation, but it can solve simple equations. The steps of solving problems are not so strict, and there are more steps of calculation. Junior high school pays more attention to the cultivation of equation thinking, calculation ability and analysis ability. The steps of solving problems are standardized and clear. Even if you don't write the solution to the application problem, you will lose points, and elementary school mathematics can solve the application problem without writing. At the same time, the situation of classified discussion in junior high school problem solving has increased, but it appears less frequently in primary school knowledge, even if it is relatively easy to appear.

I talk about my ideas from the connection of mathematics knowledge in primary and secondary schools in combination with the textbook of the first day of the People's Education Press:

Chapter 1 Rational Numbers

Rational number, 1 class plus or minus, this section is similar to the sixth grade. It is also to better connect primary and secondary school mathematics, so that freshmen can have an adaptation process, and feel that the content of 1 class will be very simple, and enhance their confidence and motivation in learning mathematics.

The content of the number axis also appears in the textbooks of grade six, but the definition of the number axis is not clear. Simply speaking, it is to find points and readings on a straight line, while the textbooks of grade one make it clear that the three elements of the number axis have a transition on the basis of primary school, so students will learn it relatively easily.

In the sixth grade of primary school, I learned the knowledge of reciprocal, but in the first grade, I defined reciprocal on the basis of positive and negative numbers representing the opposite meaning, and then defined it to absolute value on the basis of reciprocal, and the knowledge was gradually connected and interlocking.

In the power of rational numbers, we can learn the representation method of square area and volume of Lenovo primary school, and then continue to ask the meaning of square sum cube, so as to transition to the content of power of grade one, and we only need to clarify the definition and meaning of power and some names, and we can also extend it to powers within the scope of rational numbers.

For the scientific counting method, students' self-study and induction are added to the teaching design. The expression of scientific counting method has certain rules to follow. Students can sum up how to express the following numbers by scientific counting methods through self-study and group cooperation. At the same time, it is also the test center for simulation questions or mid-term exams. At this time, you can come to a link of the senior high school entrance examination to let students know that most of the questions in the senior high school entrance examination are basic questions, which can enhance their confidence in learning mathematics.

Chapter II Addition and subtraction of algebraic expressions

The content of section 1 is to use letters to represent numbers. This knowledge is actually involved in primary school, but there is no specific chapter to learn to use letters to represent numbers. Through some practical problems, this class not only exercises students' analytical ability, but also enables students to master the method of expressing numbers by letters. Personally, I think we can use letters to systematically describe the sixth grade, which is convenient for future study, not out of line, but also in line with students' cognition and helpful for future study. When letters are used to represent numbers and polynomials, they are followed by units, and polynomials should be enclosed in brackets. This position is emphasized, which is very easy for freshmen to ignore. Using letters to represent numbers can better pave the way for algebraic operation and learning linear equations of one variable.

Chapter III One-variable Linear Equation

It is no stranger to primary school students with equations, but primary schools only solve simple equations and have no clear definition of linear equations. In Grade One, mathematics gave the definition of equation for the first time. This primary school stage has been defined, and students are no strangers. The difference between primary school and middle school is that the definition of linear equation of one variable is very clear. At the same time, there are also great differences in the cultivation of computing ability. Primary schools can only solve simple equations, and usually use the basic properties of equations, such as the relationship between addend sum, minuend, subtraction, dividend, divisor quotient and factor product to transform. On the other hand, the first grade mathematics explains the solving steps of several special cases of one-dimensional linear equation, pays more attention to the timeliness of calculation methods, and advocates the idea of equation in solving problems, while the primary school stage is usually solved by one unit.

In the practical application of linear equation of one variable, the travel problem is a kind of question with high frequency in the linear function of senior high school entrance examination. The first stage is particularly important, and it is inseparable from the foundation of primary schools. Primary school students learn the relationship between distance, speed and time, and often meet and chase. The difference is that the problem of distance increases the difficulty. Because the two places usually don't come and go, the distance is two situations that need to be discussed separately. This place needs students to master, and the combination of numbers and shapes is particularly important.

The fourth chapter is a preliminary understanding of geometry.

Students learn the simple properties of geometric figures such as straight line, ray, line segment, triangle, quadrilateral and circle in primary school mathematics learning. But the first math in grade one is geometry, which is understood in this primary school stage and is easy to transition. For straight lines, line segments, rays and angles, the letter representation is extended. Angle learning, accurate to the degree in primary school, accurate to minutes or seconds in senior one textbook, requires angle calculation. In angle learning, the concepts of complementary angle and complementary angle appear. At the same time, beginners of geometry should standardize the process of students' writing solutions, which is the enlightenment stage of junior high school geometry, and it is particularly important to develop good writing habits.

In a word, the connection of mathematics teaching in primary and secondary schools is a very important work, which should be more than the connection of primary school teaching, and pay more attention to the comparison with the knowledge learned in primary schools, so that students can adapt to the learning style of middle schools as soon as possible, adapt to large-capacity classroom teaching, master more problem-solving methods and enrich problem-solving means. These are my thoughts on the connection between primary and secondary schools. If there are any shortcomings, please criticize and correct them.