Let's talk about three major differences in mathematics teaching in junior and senior high schools under the new curriculum reform.
1, learning environment and psychology
For freshmen, everything is brand-new, such as new textbooks, new classmates, new teachers, new groups and so on. Students have an adaptation process from unfamiliarity to familiarity. On the other hand, after a tense review of the senior high school entrance examination, I got my ideal high school, and some students had the idea of "relaxing" and their sense of urgency weakened. Some of them are afraid. Before they entered school, they heard that high school mathematics is difficult to learn, and there are various types of high school mathematics. These factors seriously affect the study of freshmen.
2. The difference between teaching materials and teaching AIDS
First of all, the content of junior high school textbooks is popular and specific, often repeated, with few and simple questions, and the quantitative relationship is mainly constant, with more emphasis on quantitative calculation; But high school mathematics is abstract, studying variables and letters. It pays attention to both quantitative calculation and theoretical analysis, and often needs qualitative research and explanation.
3, class hours and class capacity
In junior high school, due to the lack of content, simple questions and sufficient class hours. Teachers have time to give examples and demonstrations, and students have enough time to consolidate exercises in class; Due to the increase of subjects, knowledge points and flexibility in senior high school, the class hours are reduced, the class capacity is increased and the progress is accelerated. There is no more time to consolidate and strengthen the important and difficult content, and it is impossible to talk about various questions in detail.
Second, pay attention to the improvement of teaching methods.
1. Interest is a necessary condition for effective activities and a source of success. To make students learn mathematics well, we must first stimulate their interest in mathematics, mobilize their initiative in learning, and let students realize the significance and fun of learning mathematics. Secondly, teaching should attach importance to creating mathematical situations in order to help students have perceptual knowledge. When teaching new content, teachers should pay attention to creating problem situations, so that students can enjoy the joy of success because of their own efforts at any time in the process of solving problems, thus promoting students' lasting interest in learning and achieving the effect of understanding and memorizing knowledge.
2. Linking the contents of teaching materials.
Compared with junior and senior high school textbooks, senior high school mathematics has more, deeper, wider and more abstract contents, especially the first chapter of algebra in the first semester of senior one, which is rich in abstract concepts and properties, knowledge-intensive, theoretical and difficult to introduce solid geometry. It is difficult for students to establish the concept of space and their spatial imagination ability is poor. At the same time, high school mathematics pays more attention to the rigor of argument and the completeness of narration, and the overall systematicness and comprehensiveness. Therefore, in high school teaching, teachers are required to make good use of junior high school knowledge and transition from shallow to deep to high school content.
3. Linking teaching methods.
Junior high school students' thinking mainly stays in the stage of image thinking or lower-level experience abstract thinking; The first semester of senior one to the first semester of senior two belongs to theoretical abstract thinking, which is the mature period of thinking activities and begins to transition to debate thinking. Therefore, in high school mathematics, students are required to establish strict mathematical concepts and master mathematical knowledge through observation, analogy, induction, analysis and synthesis. Therefore, there must be a good connection between teaching methods.
First, according to the characteristics of students' thinking development stage, organize teaching to promote the transition of thinking.
B, pay attention to strengthen the training of transformation thinking method, and cultivate students' associative transformation ability. It is an important mathematical thinking method widely used in mathematics to turn complex and unfamiliar problems into simple and familiar ones to solve. We know that although solid geometry studies spatial graphics, most problems can be solved by plane geometry problems.
C, pay attention to the induction of knowledge and cultivate the ability of logical thinking.
4. Link learning methods.
Most junior high school students learn original and derived knowledge, so junior high school students basically adopt the method of "perceptual knowledge, rational knowledge and practice"; And high school learning basically adopts the method of "knowing the known reason and knowing the new reason cognitive practice".
A, pay attention to the cultivation of students' good habits. Only with good study habits can we get through this connecting stage under the effective guidance of teachers.
B. teach basic methods. Such as problem discussion, self-study guidance, hypothesis, experimental assistance, preview review (exercise), and organically combine learning and asking, learning and practicing, learning and thinking, and learning and using.
C, cultivate self-study ability.
Third, the main measures to do a good job in the connection of mathematics teaching methods in junior and senior high schools.
1, get ready and lay a good foundation for convergence.
① Do a good job in entrance education. This is the basic work, but also the primary work to do a good job of convergence. Through entrance education, improve students' understanding of the importance of the connection between junior high school and senior high school, enhance their sense of urgency and eliminate their lax mood. If you encounter problems in your study, you should consult more teachers and discuss with your classmates. This will not only save time, but also enhance the feelings between your classmates and reduce mental stress.
(2) Find out the class learning situation and carry out targeted teaching. To make a good connection between junior high school and senior high school, teachers should first find out the students' learning foundation, so as to plan and implement teaching requirements and improve the pertinence of teaching. In teaching practice, on the one hand, we understand students' academic situation by conducting diagnostic tests and analyzing their entrance scores; On the other hand, seriously study and compare the curriculum standards and textbooks of junior and senior high schools, fully understand the mathematics knowledge system of junior and senior high schools, and find out the connection points, differences and knowledge points that need to be paved and bridged, so that the lesson preparation and lectures are more targeted and more in line with the students' reality.
2. Strengthen the guidance of learning law.
In senior high school mathematics teaching, strengthening the guidance of students' learning methods is one of the important tasks. Guidance focuses on cultivating learning ability and paying close attention to the basic links of learning, such as "how to preview" and "how to attend classes". Make students consciously combine preview, lecture, homework, digestion and induction. There are three specific measures: first, put the guidance of learning method in teaching activities such as knowledge explanation, homework evaluation and test paper analysis, which is close to students' learning reality and easy to be accepted by students; The second is to hold a series of lectures to introduce learning methods; Third, exchange learning methods regularly, so that students can learn from each other and improve together.
In short, as long as we fully understand the actual situation of students, thoroughly understand the teaching materials, be good at proceeding from reality, solve students' existing problems, carry out frustration education pragmatically, improve students' courage to overcome difficulties, and mobilize students' enthusiasm for learning mathematics to the maximum extent, we will certainly solve the problems existing in students' mathematics learning and improve the quality of mathematics teaching.