First of all, senior one students are a special group, a period of semi-naivety and semi-maturity, a period in which independence and dependence, consciousness and naivety are intertwined. They will become very unstable because of some small things and often go from one extreme to the other. At first, they were in high spirits, but then they were disheartened, then they were extremely confident, and then they became very inferior. After careful selection in the senior high school entrance examination, those who can enter high school are excellent. After entering high school, they still maintain a good psychological orientation and have a tendency to be conceited. I think I am the top student in my class and even in my school. I am the object of teachers' attention and the object of classmates' admiration. However, in the new environment, everyone is on the same starting line. In normal learning, learning enthusiasm and initiative are not strong, impetuous, lazy, not deep and shallow.

Secondly, the students' living environment is better now. They have not suffered much or suffered many setbacks, so they are at a loss in the face of difficulties, which leads to weariness and even avoidance of learning. Many freshmen have heard that high school mathematics is difficult to learn through various channels before entering the first year of high school. After entering senior one, the collection of symbolic languages, arithmetic languages, mapping, functions, graphic languages, research and application of function properties, exponents, etc. The beginning of the textbook is really difficult. It seems to confirm the correctness of what you have seen and heard, which makes students afraid to learn or even don't want to learn.

In view of the above situation, teachers should communicate with students more and discover students' psychological abnormalities in time so as to guide them in time. In the process of counseling, students should be guided to learn scientific self-orientation, establish self-confidence, actively encourage and help to find back the fun of learning; At the same time, guide students to form correct learning attitudes and methods, let them have a clear understanding of themselves, find out their own misunderstandings, prescribe the right medicine, and fundamentally solve problems. Use good study habits and scientific learning methods to improve your learning efficiency and improve your learning state.

Second, the difference in mathematics knowledge between senior high school and junior high school leads to

First of all, compared with junior high school mathematics, the content capacity of senior high school mathematics knowledge has greatly increased. Junior high school mathematics knowledge is little, shallow, difficult and narrow. High school mathematics knowledge is extensive, which will promote and extend junior high school mathematics knowledge and improve junior high school mathematics knowledge. However, junior high school textbooks focus on the operation in the set of real numbers, lacking the strict definition or incomplete definition of concepts, such as the definition of functions and trigonometric functions. Many mathematical theorems are not strictly demonstrated or given in the form of axioms to avoid proof. For example, many properties of inequality are treated in this way; The slope of the textbook is gentle and intuitive, and each concept is equipped with enough examples and exercises. The first chapter of the textbook for senior one is the knowledge of modern algebra such as set and mapping, followed by exponential function and logarithmic function (which students can never understand). It is difficult to prove the monotonicity of the function.

Secondly, high school mathematics knowledge is independent. The systematicness of junior high school knowledge is more rigorous, which brings great convenience to our study. Because it is easy to remember and suitable for the extraction and use of knowledge. But high school math is different. It is composed of several relatively independent pieces of knowledge (such as a set, propositions, inequalities, properties of functions, exponential and logarithmic functions, series, trigonometric functions, plane vectors, etc.). ). Often, as soon as a knowledge point is learned, new knowledge appears immediately. Therefore, paying attention to their internal small systems and their connections has become the focus of learning.

In short, the characteristics of high school mathematics knowledge content and high school mathematics knowledge system determine that it is not worth the candle for students to learn according to the old routine of junior high school. In view of the differences in mathematics knowledge between senior high school and junior high school, teachers should pay attention to the following points in teaching:

First of all, we should reduce the difficulty and lay a solid foundation for teaching. When teaching mathematics in new senior one, we should slow down the progress and reduce the difficulty, and pay attention to the connection of teaching contents and methods between senior high school and junior high school. Let students gradually and steadily adapt to high school mathematics learning, enhance students' learning confidence, and thus change passive learning into active learning.

Secondly, we should strengthen the teaching of basic concepts and knowledge. Pay attention to image and intuition in teaching, such as giving some practical and intuitive examples when talking about drawing, so as to create a ladder for introducing the concept of drawing. Simplifying difficulties and concretizing abstract problems in teaching will help freshmen understand, digest and absorb knowledge, thus improving the acceptability of knowledge.

Finally, due to the lack of strict argumentation ability of freshmen, we can prove the monotonicity of functions in this kind of problems from the beginning through a series of training and imitation proof. It is necessary to increase the number of times students practice on the blackboard in order to find and solve problems in time and adjust and guide them in time. Arrange chapter exams at a reasonable time, but the difficulty should not be great. Through timely feedback, timely adjustment and timely guidance, freshmen in senior high school can constantly sum up and strengthen their knowledge absorption, at the same time, enhance their confidence and improve their learning interest and learning ability.

Through the above methods, the difficulty of teaching materials can be reduced, the acceptability of students can be improved, the learning confidence of students can be enhanced, and students can gradually adapt to the normal teaching of mathematics in senior high schools.

Third, the differences in learning methods and habits between senior high school and junior high school.

First of all, the teaching methods of high school and junior high school teachers are very different. Because junior high school mathematics teaching content is few, knowledge is not difficult, teaching requirements are low and teaching progress is slow. For some key and difficult points, teachers can have enough time to explain them repeatedly and practice them many times, thus breaking them one by one. Therefore, junior high school students are used to mechanical and easy-to-operate fixed teaching methods in mathematics learning. However, after entering high school, the teaching materials are rich in connotation, high in teaching requirements, fast in teaching progress, wide in knowledge, large in information and more difficult in topics. The key points and difficulties of knowledge can not be solved by repeated emphasis as in junior high school, but in senior high school teaching, students are often inspired and guided by setting guidance, asking questions, setting traps and setting changes, and then students think and answer by themselves, paying more attention to the occurrence process of knowledge and being more inclined to infiltrate students' thinking methods and quality.

Secondly, high school and junior high school should have different learning methods, and many students have not found a good learning method. In junior high school, the teacher spoke in detail and summarized all types. Students can generally get good grades as long as they remember concepts, formulas and example types. They listen attentively in class and try their best to finish the homework assigned by the teacher. But in class, I am satisfied with listening, have no habit of taking notes and lack positive thinking; Don't think when you encounter problems, but hope that the teacher will explain the whole problem-solving process; I can't arrange my time scientifically, and I lack the ability to read by myself. High school requires students to be diligent in thinking, be good at summing up laws and master mathematical thinking methods. However, some students don't pay attention in class, can't hear the main points clearly or completely, take a lot of notes, and have many problems. After class, we can't consolidate, summarize and discover the connection between knowledge in time. They just do their homework, confuse the questions, have a little knowledge of concepts, laws, formulas and theorems, and imitate them mechanically.

In addition, teachers should guide students to understand and master commonly used mathematical ideas and methods in time. It is very necessary for mathematics textbooks to integrate mathematical thinking methods into mathematical knowledge system by means of suggestion and revelation, and to summarize and summarize mathematical thinking methods in time. Function and equation, equivalent transformation, combination of numbers and shapes and classified discussion are the basic ideas of mathematics, and formulas, substitution, inductive conjecture and analogy are commonly used mathematical methods. In the process of solving problems, some mathematical thinking strategies are often used, such as simplifying the complex, changing the difficult to the easy, turning life into practice and so on.