1, Junior High School Mathematics by People's Education Press: It is a book published by People's Education Press in 20 12.
2. Beijing Normal University Edition Junior High School Mathematics: A book published by Beijing Normal University Press in June 2009.
Second, the author is different.
1, junior high school mathematics by People's Education Edition: The author is Wu Jiangyuan.
2. Junior high school mathematics published by Beijing Normal University: The author is the research and development center of middle school mathematics curriculum textbooks and the research institute of curriculum textbooks by People's Education Press.
Third, the chapters are different.
1, junior high school mathematics: divided into rational numbers,? Addition and subtraction, intersecting lines and parallel lines of algebraic expressions and their determination.
2. Junior high school mathematics published by Beijing Normal University: It is divided into four chapters, namely rational number, addition and subtraction of algebraic expression, linear equation of one variable and preliminary geometry.
The causes of junior high school mathematics differentiation
1, passive learning
After entering junior high school, many students, like primary schools, have strong dependence, follow the teacher's inertia and cannot grasp the initiative of learning. It is manifested in the uncertain plan, waiting for class, not previewing before class, not knowing the teacher's class content, being busy taking notes in class and not hearing the "doorway".
2. study law.
Teachers usually explain the ins and outs of knowledge in class, analyze the connotation of concepts, analyze key and difficult points, and highlight thinking methods.
However, some students didn't concentrate in class, didn't catch the main points or didn't catch them at all. They took a lot of notes and met many problems. After class, they can't consolidate, summarize and discover the connection between knowledge in time. They just do their homework in a hurry, confuse the questions, have little knowledge of concepts, laws, formulas and theorems, imitate them mechanically and memorize them by rote.
Some people work overtime at night, are listless during the day, or don't listen at all in class, so they have another set. The result is half the effort, with little effect.
3, do not pay attention to the foundation
Some students who "feel good about themselves" often despise the study and training of basic knowledge, basic skills and basic methods, and often only know how to do it, but they are very interested in difficult problems to show their "level", set too high a goal, emphasize "quantity" over "quality" and fall into the sea of questions. In regular homework or exams, either calculus is wrong or "stuck" in the middle.
4. Thinking mode and learning method can't meet the requirements of mathematics learning.
The second stage of junior high school is the most obvious stage of mathematics learning differentiation. An important reason is that the requirements of junior high school mathematics curriculum for students' abstract logical thinking ability are obviously improved.
However, senior two students are in another critical period of transition from intuitive thinking to abstract logical thinking. They have not formed a mature abstract logical thinking mode, and their individual differences are quite large. Some abstract logical thinking abilities develop rapidly, while others develop slowly, so they show differences in their ability to accept mathematics learning.
In addition to the age characteristics, it is more important that teachers fail to organize teaching activities according to students' reality and teaching requirements, guide students to master effective learning methods, promote the development of students' abstract logical thinking, and improve their learning ability and adaptability.