The transition from primary school to junior high school is an important turning point, and most students will not adapt. After entering junior high school, the biggest change is the increase of subjects and teachers. In the past, the primary school class teacher was in charge of it alone, but now he is at a loss when facing seven or eight classroom teachers. A few students with poor psychological endurance have changed from conceit to inferiority, and from positive to negative, resulting in some students not being able to adapt to junior high school as soon as possible, their grades are unstable, and even those with good grades in the past have fallen sharply. The junior high school stage is the stage of laying the foundation for middle school, and the senior one is the connecting stage of this foundation. If we don't pay attention to it during this period, it will add great obstacles to the follow-up study.

First, do a good job in entrance education and stimulate interest in learning.

Through entrance education, we can improve students' understanding of the importance of the connection between primary school and junior high school, enhance their sense of urgency, eliminate their lax mood, and initially understand the characteristics of junior high school mathematics learning. There are three main tasks to be done here: first, explain to students the position and role of junior one mathematics in the whole middle school mathematics; The second is to explain the systematic characteristics of junior high school mathematics content and classroom teaching characteristics to students with examples; The third is to explain the learning methods of junior high school mathematics to students with examples. Therefore, there is no hurry to take a new lesson at the beginning of the first grade. It is necessary to comprehensively and systematically understand students' knowledge, introduce necessary learning methods, pave the way for the new curriculum, and gradually straighten out the relationship to adapt to the new curriculum, that is, start slowly; The new curriculum should be down-to-earth, introduce the new with the old as far as possible, and make up the old with the new. We should be good at guiding students to find the contact point of new knowledge learning. There are connections between new knowledge and experience, new knowledge and old knowledge, and new knowledge. The content of the arrangement should be moderate, not complicated, the lines should be clear, and the starting point of all students should not be too high. Some knowledge in junior high school mathematics seems quite simple, but it is a brand-new field for students. If the starting point is high and the start is fast, students will not experience the process of exploring knowledge and the joy of acquiring knowledge. We should fully reveal the occurrence and development process of knowledge in teaching. Rushing for success leads to rote learning, and if the problem is a little more complicated, it will be at a loss. Therefore, we should start slowly and start from a low starting point, gradually guide students to use their brains and talk, carry out positive thinking activities, and gradually cultivate students' independent exploration ability, so that they can not only know how much they know about mathematics, but also know why, thus stimulating their interest in learning.

Second, the implementation of hierarchical teaching, improve learning efficiency

There are many knowledge points in junior high school mathematics that are difficult to understand and master, such as absolute value and rational number, which is really too difficult for freshmen. Therefore, the teaching method of "low starting point, small gradient, multi-training and hierarchical" should be adopted from the students' reality, and the teaching objectives should be decomposed into several progressive levels and implemented step by step. At the same time, we should also pay attention to the following points: (1) Pay attention to the connection and difference between old and new knowledge and establish a knowledge network. When teaching new knowledge, we should intentionally guide the connection with the old knowledge, and pay special attention to the analysis, comparison and difference of those knowledge that are easy to make mistakes and confuse, so as to achieve the effect of reviewing the past and learning the new. (2) Attach importance to showing the process of knowledge formation and exploring methods, and cultivate students' creative ability. Junior high school mathematics is abstract and flexible in application, which requires students to understand knowledge thoroughly and apply it flexibly. Teachers should 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 to question and resolve doubts and promote the improvement of creative thinking ability. (3) Pay attention to cultivate students' good habits of self-reflection and self-summary. Junior high school mathematics is general and flexible. Understanding in class is not enough. Need to digest and summarize carefully after class. This requires students to be good at self-reflection and self-summary. To this end, we seize the opportunity to actively cultivate in teaching. At the end of the unit, help students summarize their chapters; Actively guide students to reflect after solving problems: reflect on the ideas and steps of solving problems, reflect on multiple solutions to one problem and multiple solutions to one problem, and reflect on 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.

Third, define the code of conduct and form study habits.

Primary school students have just entered junior high school, and many good learning methods and habits in primary school should be maintained. Such as sitting correctly, answering questions enthusiastically, having a loud voice, raising your hand actively, etc. It is indispensable for the healthy and all-round development of junior middle school students and equally important for math class. A student who is active in thinking, good at thinking and enthusiastic in speaking will be handy in learning mathematics. Through years of junior high school teaching, I think students who are new to junior high school should develop several habits. (1) Develop the habit of previewing in advance and actively learning by yourself. Preview is the beginning of self-study, and primary schools often pay little attention to it. Therefore, in junior high school, most students will not preview, even if they preview, they will skim the textbook content. So we should stimulate students' interest in preview. After students have a certain preview habit and preview ability, we will arrange some topics of mathematical concepts and laws, and then transition to not arranging preview outlines. Students can preview consciously and ask difficult questions on their own initiative to lay the foundation for learning new lessons. (2) Develop the habit of listening attentively and being willing to think. While paying attention to students' listening attentively, we attach importance to teaching students to think. Teachers' questions should conform to students' reality and have certain thinking value. Starting with inspiring students' thinking, teachers should teach students to form the habit of listening to lectures, reading books and thinking at the same time, so that students can participate in teaching activities with various senses. Before, during and after class, we should guide students to study textbooks carefully, ask more why, and deepen their understanding of definitions, axioms, theorems and laws. (3) Standardize homework and strengthen training. As far as written exercises are concerned, primary school students tend to focus on results rather than process. After entering junior high school, although the sense of independence is increasing day by day, it is not mature, which is highlighted by some students' inability to think independently in their homework, irregular problem-solving format and chaotic steps. To this end, we must strengthen the following two points: first, we must set an example, that is, teachers should demonstrate the norms of problem solving; Second, students are strictly required to understand the importance of standardized homework ideologically, correct those irregular phenomena in time, and form a good habit of consciously correcting.