First of all, it analyzes the reasons for the difference in math scores between junior high school and senior high school.
1. Environmental and psychological changes.
For freshmen, the environment can be said to be brand-new. New textbooks, new classmates, new teachers, new groups ... Students have an adaptation process from unfamiliar to familiar. In addition, after intense review of the senior high school entrance examination, some students will have the idea of "relaxation" after entering school, and have no sense of urgency. Some students are also afraid. Before entering school, they heard that high school mathematics was difficult to learn. At the beginning of high school math class, there are some abstract concepts that are really difficult to understand, such as mapping, set, straight lines in different planes and so on. This made them in a passive situation from the beginning. These factors seriously affect the learning quality of freshmen in senior high school.
2. Changes in teaching materials.
First of all, the content of junior high school mathematics textbooks is popular and concrete, mostly constant, with few and simple questions; However, the content of high school mathematics is abstract, and the study of variables and letters focuses on both calculation and theoretical analysis, which increases the difficulty compared with junior high school.
Secondly, due to the adjustment of the content of textbooks in recent years, although the junior high school textbooks have reduced the difficulty, in contrast, the junior high school textbooks have greatly reduced the difficulty, while the senior high school teachers dare not reduce the difficulty because of the restrictions of the college entrance examination, resulting in the actual difficulty of senior high school mathematics has not decreased. Therefore, in a sense, the adjusted textbooks not only did not narrow the difficulty gap in the content of junior and senior high school textbooks, but increased the difficulty gap.
3. Changes in class hours.
In junior high school, due to the lack of content, simple questions and sufficient class hours. Therefore, the class capacity is small, the progress is slow, and there is enough time to repeatedly emphasize the important and difficult contents. For the solutions of various exercises, teachers have time to demonstrate with examples, and students have enough time to consolidate. In senior high school, due to the increase of knowledge, the improvement of flexibility and the implementation of the new working hour system, the class hours are reduced, the class capacity is increased and the progress is accelerated. There is no more time to emphasize the key and difficult contents, and it is impossible to make all kinds of questions very detailed and consolidate them. This also makes freshmen adapt to high school, which affects the improvement of their grades.
4. Changes in learning methods.
In junior high school, the teacher spoke in detail, summed up all types and practiced well. In the exam, students can generally get good grades as long as they remember the concepts, formulas and example types taught by the teacher. Therefore, students are used to turning around the teacher, not paying attention to independent thinking and law induction. In senior high school, due to the rich content and short time, teachers can't tell all the application forms and types of knowledge in detail, so they can only choose some typical topics to implement the "three basics" training ability. Therefore, high school mathematics learning requires students to be diligent in thinking, be good at summing up laws, master mathematical thinking methods, and draw inferences from others. However, freshmen in senior high school often continue to follow the methods of junior high school, which leads to more learning difficulties, and it is very difficult to complete the homework of the day, and there is no time for self-digestion and self-adjustment such as preview, review and summary. This is obviously not conducive to the formation of good learning methods and the improvement of learning quality.
Second, the main measures to do a good job in junior high school convergence
1. Get ready to 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, we can improve students' understanding of the importance of the connection between junior high school and senior high school, enhance their sense of urgency, eliminate their lax mood, initially understand the characteristics of senior high school mathematics learning, and lay the foundation for the implementation of other measures. There are four main tasks to be done here: first, explain to students the position and role of senior one mathematics in the whole middle school mathematics; Secondly, through the comparison with junior high school, the characteristics of high school mathematics content system and classroom teaching are explained to students with examples; The third is to illustrate the essential differences between junior and senior high school mathematics learning methods with examples, introduce some excellent learning methods to students, and point out matters needing attention; Fourth, ask senior three students to talk about their experiences and feelings, and guide them to take fewer detours and adapt to high school study as soon as possible.
② Find out the base and plan teaching.
To make a good connection between junior high school and senior high school, teachers should first find out the students' learning foundation, and then plan their own teaching, implement teaching requirements and improve the pertinence of teaching. In teaching practice, on the one hand, we understand the students' foundation by conducting thorough tests and analyzing the entrance scores; On the other hand, seriously study and compare the syllabus 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 as to make lesson preparation and lectures more in line with students' reality and more targeted.
2. Optimize classroom teaching and do a good job of connecting junior high school with senior high school.
(1) Based on the syllabus and teaching materials, we should respect students' reality and implement hierarchical teaching. There are many difficult knowledge points in senior one mathematics, such as set and mapping, which are really difficult for freshmen. Therefore, in teaching, we should proceed from the reality of senior one students, adopt the persuasion method of low starting point, small gradient, multi-training and hierarchical, and decompose the teaching objectives into several progressive levels and implement them step by step. In terms of speed, slow down the initial progress and gradually speed up the pace of teaching. In the introduction of knowledge, most of them are examples, which are known. In the implementation of knowledge, the "dead" textbook should be implemented first, and then the flexible textbook should be popularized. In the explanation of difficult knowledge, starting from the reality of students' understanding and mastery, the teaching materials are treated at necessary levels and knowledge is paved, and the main points of knowledge understanding and application are summarized and illustrated with examples.
② Attach importance to the connection and difference between old and new knowledge, and establish knowledge network. There are many connected knowledge points in junior high school mathematics, such as the concept of function, plane geometry and solid geometry. In high school, some have deepened, some have expanded the scope of research, and some have established conclusions in junior high school, which may not be true in high school. Therefore, when teaching new knowledge, we intend to guide students to contact with old knowledge, review and distinguish old knowledge, and pay special attention to analyzing, comparing and distinguishing those knowledge that are easy to make mistakes and confusion. This can achieve the effect of reviewing the old and learning the new, and reviewing the old and learning the new.
(3) Focus on showing the process of knowledge formation and exploring methods, and cultivate students' creative ability. Senior high school mathematics is more abstract and flexible than junior high school mathematics, which requires students to understand knowledge thoroughly and apply it vividly, rather than just memorizing knowledge conclusions. This requires teachers to 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 how to question and resolve doubts and promote the improvement of creative thinking ability.
④ Pay attention to cultivating students' good habits of self-reflection and self-summary, and improve their learning consciousness. High school mathematics has strong generality and flexible topics, so it is not enough to understand it in class. 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 own chapters. Actively guide students to reflect after solving problems: think about the ideas and steps of solving problems, think about multiple solutions to one problem and multiple solutions to one problem, and think about 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.
⑤ Pay attention to special teaching. Using thematic teaching, we should concentrate on overcoming difficulties, strengthen key points, make up for weak links, and systematically summarize the knowledge, application forms, solutions and law of solving a certain kind of problems. And take this opportunity to guide students' learning methods and intentionally infiltrate mathematical thinking methods.
3. 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".
There are three specific measures: first, the method of guiding learning to apply in teaching activities such as knowledge explanation, homework evaluation and test paper analysis 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.
4. Optimize the link of education management and promote the good connection between junior high school and senior high school.
① Pay attention to the application of emotion and the principle of success, and arouse the enthusiasm of students to learn mathematics well. To do a good job in the connection between junior high school and senior high school, we should not only optimize the teaching links, but also give full play to the positive role of emotion and psychology. In the teaching of senior one, we pay attention to using the principles of emotion and success to arouse students' enthusiasm for learning and cultivate their interest in learning mathematics. Students can't learn math well, so they should blame less and find more reasons for themselves. We should go deep into the students, understand and care about them from all aspects, especially the poor students, and help them solve problems in their thoughts, study and life. Tell them more that mathematics is widely used in all walks of life, and that the four modernizations of the motherland need a large number of experts and scholars who understand mathematics; Einstein didn't pass the math exam in junior high school once, but he didn't lose heart and eventually became a great scientist. Hua studied hard when he was a student, and finally made outstanding contributions to mathematics research, and so on. Make students improve their understanding and enhance their confidence in learning mathematics well. When asking questions and assigning homework, we should proceed from the reality of students, give them more opportunities to succeed, let them experience the joy of success and stimulate their enthusiasm for learning.
② Pay attention to cultivating students' good psychological quality in dealing with difficulties and setbacks correctly. Because of the characteristics of high school mathematics, it is decided that senior one students have many difficulties and setbacks in their studies. Therefore, we pay attention to cultivating students' good psychological quality in dealing with difficulties and setbacks correctly in teaching, so that they can sum up lessons calmly, cheer up their spirits, adjust their studies actively and strive for victory in the future. Usually pay more attention to observe students' emotional changes, conduct psychological counseling, and do a good job in individual students' ideological work.
③ Feedback and implementation of TV knowledge. By establishing multi-channel feedback channels, students' mastery of knowledge and opinions on teaching are collected in time, which provides a basis for correcting students' mistakes, adjusting teaching and improving teaching pertinence in time. The idea of knowledge implementation is to implement the "three basics" as the center, implement it at different levels, and improve the quality and make up the difference. The main measures are: stratification is usually implemented, and the end of unit inspection is institutionalized, so that the chapters meet and the units are clear.
Third, the actual effect.
Since the summer vacation of 1995, I have been taking math (algebra and geometry) classes in one or two classes of senior high school (one is a key class in the city and the other is a school-choosing class). After taking the above effective measures, I have achieved good teaching results. Most students in any class have a strong interest in mathematics, which has changed the situation that freshmen are afraid of mathematics. In the mid-term and final exams, algebra, scores of several cases, passing rate and excellent rate of key classes are among the best, and the scores of students who choose schools are greatly improved.