One is how to study the problem well, and the other is the significance of the research, which is the key period of mathematics learning. Many excellent students in elementary school and junior high school entered the high school stage, and the first one was planted in mathematics. For example, in the ordinary classes I teach now, several of them are key classes in Grade One of Senior High School, and their math scores are not good. For many successful students in junior high school, their math scores are not ideal after entering senior high school, and their math learning has been frustrated repeatedly. I think the main reason for this result is that these students don't understand the characteristics of high school mathematics, and they can't learn regularly, which leads to a decline in their grades. For freshmen, learning mathematics well in senior one can not only lay a good foundation for the college entrance examination, but also contribute to the study of physics, chemistry and other disciplines. Research objectives and contents 1. The main research goal of this topic is to solve the connection problem of mathematical function teaching in junior and senior high schools under the background of educational curriculum reform. 2. The main research contents are as follows: the connection of function content, existing problems and solutions of current junior and senior high school mathematics textbooks in China; ② Comparison of teaching methods of function content for junior and senior high school teachers. How to improve teaching methods, so that function content can be easily integrated into students' existing knowledge system. ③ Comparison of learning methods and differences in cognitive level between junior and senior high school students; (4) How to carry out research-based learning and cooperative learning in the form of study groups in senior one mathematics teaching, so as to promote the development of students' learning ability. And how to effectively use this way to solve the function cohesion; Research methods and implementation steps 1. The research methods are mainly experimental research, supplemented by investigation, literature research and action research. 2. The research object is two math teachers in Grade One of Xiangxi Ethnic Middle School in 2006. Two classes taught by each teacher are used as experimental classes, and the other parallel class is used as control class. The experimental class pays attention to cultivating students' autonomous learning ability, and the control class carries out teaching according to the routine, and compares the teaching effect. 3. Experimental variables ① Independent variables: the teaching structure model of autonomous learning and cooperative learning. ② Dependent variable: the ability and level of students' mathematics learning. 4. Control of interference variables ① Balance method: the experimental class and the control class are selected according to the principle of reciprocity. The head teacher and the classroom teacher have the same teaching level. The entrance scores of students are basically the same. ② Constant method: After the experimental class and the control class are determined, the number of students is relatively stable with the teachers during the experimental period, and the flow of students is controlled. ③ Both the experimental class and the control class started according to the prescribed courses, but the experimental class was divided into different study groups according to the students' level and studied independently under the guidance of teachers. Leave enough time for students to study independently when teaching. (4) Single-blind control is implemented during the experiment, that is, only the relevant teachers are told about the progress of the research, and students are not told that this is an experiment with specific directions, so as to avoid the suggestive effect and help to obtain real data. 5. Experimental detection and evaluation ① Through the unified test organized by the school, the academic performance data of the experimental class and the control class were obtained and analyzed and compared; (2) Establish records of students' autonomous learning activities and students' learning files; Some representative students were selected for case observation, and the experimental teachers followed up. ③ Test students' learning situation and understand the development of students' learning ability through the ability test and teaching evaluation scale designed by experts and research groups; T-test is used for quantitative data, test is used for enumeration data, and fuzzy test is used for other data. 3. Implementation steps (see Annex 1: Implementation Plan for Junior and Senior High School Mathematics Function Teaching Connection Project for specific arrangements). The research period of this project is one year. From May 2007 to August 2008. It can be roughly divided into three stages. The first stage: May 2007-August 2007, which is the preparation stage of the project. The main work includes: consulting various versions of junior high school mathematics textbooks and other related materials, understanding the arrangement of function content in junior high school mathematics, understanding some experiences of teachers in the teaching process, and understanding junior high school students' function learning situation and their mathematics learning habits and thinking level. Organize the teachers of the research group to negotiate and formulate the teaching plan and detailed rules for the implementation of the project, and ask the members of the expert leading group to give guidance. The second stage: September 2007-June 2008, which is the project implementation stage. The main tasks are: to understand the students' situation half a month before the start of school, and to organize students to carry out research-based learning and cooperative learning groups at different levels; Actively carry out study group activities and gradually cultivate students' good study methods and habits; Select a representative part of students for follow-up investigation, build a small portfolio for everyone and collect growth data; Hold an exchange meeting of all members of the research group every half month, with at least one expert leading group member participating; When learning functions, prepare lessons collectively and adhere to the system of class evaluation; Innovating teaching methods with the help of modern teaching tools such as multimedia; Collect the scores of related problems in mathematics test, analyze and put forward solutions in time; Design some ability test and evaluation scales, test and record the differences between the experimental class and the control class, conduct pre-test, mid-test and post-test, and collect data. The third stage: July 2008-August 2008, which is the project summary stage. The main work includes: sorting out and analyzing the research data, and the project leader writing the research report. Summarize research papers, classroom records, teaching plans, questionnaires, various test scales and research reports. The conclusion of the application topic. 5. The instructor's opinions on the opening report.

6. Comments of the review team