Dear leaders, experts and colleagues,
Good afternoon everyone!
I'm Mr. Liu Changzhen from Lianjiang No.3 Middle School. I am honored to report our project implementation plan to you here, and sincerely invite you to make valuable comments and suggestions on our opening report.
Our research topic is: the research of junior high school mathematics convergence. Next, I will elaborate and report my opening report from four aspects. These four aspects are:
1. Background and significance of this study.
Second, the status quo of this study.
Third, the value of this study.
Fourthly, the main body of this study, including content, steps and expected results.
First of all, let's look at the first aspect: the background and significance of this study. I believe many teachers have had this experience with me: no matter whether they are senior one students or senior two students, our teachers always feel that the students' foundation is not solid. Senior three teachers may say: students, you haven't learned math well in senior two. Senior two teachers may say: students, you haven't learned math well in senior one. Senior one teacher may say: students, you haven't learned math well in junior high school. Then, looked at each other, at a loss. Furthermore, there is a certain degree of knowledge disconnection between junior high school textbooks and senior high school textbooks, that is, the basic knowledge of mathematics necessary for senior high school is not presented in junior high school textbooks, or is only used as the content of after-school self-study. Junior high school mathematics teaching pays too much attention to the cultivation of image thinking and ignores the cultivation of abstract thinking, which leads to defects in students' basic methods and thinking logic. Therefore, instead of complaining about students' poor foundation and difficulty in teaching, we should try our best to pave the way for them to learn high school mathematics better. Therefore, it is the existence of these problems that prompted me to have the desire to study junior high school mathematics cohesion. So, what is the significance of this research? I think there are nothing more than two points: in teaching practice, we can make our students smoothly transition from junior high school mathematics to senior high school mathematics, and at the same time improve our mathematics classroom efficiency. In terms of educational theory, I hope this study can provide some reference for related theories.
Next, let's look at the second aspect: the current situation of this research. By consulting relevant materials and searching papers and works in HowNet and Wanfang database, we know that there have been quite a few research results in this subject. Among them are, Xu,,, Yin, etc. They all edited Notes on the Teaching of Junior and Senior High School Mathematics Connection, and Wuhan Chongwen Publishing House and People's Education Publishing House also published the Reading Book of Junior and Senior High School Mathematics Connection. However, there are also some defects or deficiencies, such as only paying attention to the presentation and accumulation of knowledge, but not highlighting the presentation and connection of methods and ideas, such as not highlighting the inherent nature of junior high school mathematics in typesetting. Through the research and analysis of these materials, combined with the reality of our school, members of our research group believe that this subject is still worth further study and discussion.
If a science is worthless, then it is meaningless no matter how magnificent it is. Then, I want to talk about the third aspect: the value of this research.
This study may have the following four application values:
1. As we all know, high school mathematics requires not only higher knowledge capacity, but also higher thinking methods than junior high school mathematics. One of the values of this topic is to lay a knowledge ladder for students in order to make a smoother transition.
Secondly, in view of the weak mathematical foundation of freshmen in senior high school, they may encounter many obstacles when they start to contact senior high school mathematics, including non-intellectual factors, knowledge transfer, mathematical language expression, thinking method transformation, etc., so one of the values of this topic is to help students eliminate these obstacles.
Thirdly, due to the disjointed knowledge in some aspects of junior high school textbooks, there is a big difference between senior high school mathematics classroom and junior high school mathematics classroom, and students feel depressed and lose confidence in learning senior high school mathematics. One of the values of this topic is to enhance students' confidence in learning high school mathematics.
Fourth, in the first week of the first semester of senior one, some teachers took into account the disjointed mathematics knowledge between junior high school and senior high school, and spent a week making up junior high school knowledge for students, but with little effect. The main reason may be that they did not systematically and deeply grasp the internal relations and mutual transformation between them. One of the values of this topic is that it can provide teaching and theoretical reference for senior one teachers.
The last aspect is the main content of this study.
After some preparatory work, I plan to divide the main body of this study into four parts:
First of all, consult relevant literature and papers. This paper makes a horizontal comparative analysis of students' math scores, unit test scores, monthly test scores, mid-term and final test scores. Make a questionnaire about senior one students' learning mathematics, collect and make analysis and statistics.
Second, every member of the research group should write an academic paper around this topic. The thesis is a summary of practice experience and theory, not fiction and fabrication.
Thirdly, we intend to write a handout, which consists of knowledge, thinking methods and learning guidance. This is also the key content of this study.
Fourth, in the final stage of research, write a research report.
In order to successfully complete the above four parts, we divide the research process into the following four stages:
First, the preparatory stage: to carry out preliminary work, mainly collecting, sorting out, consulting and analyzing data, the members of the research group will discuss and analyze, reach an understanding, formulate a written research plan, coordinate the division of labor, and gradually carry out research.
Second, the implementation stage: the preparation of handouts. According to the division of labor, the members of the research group find out the theoretical knowledge of junior high school mathematics involved in senior high school mathematics, sort it out according to chapters, and select classic examples and corresponding exercises. In this process, they hold regular meetings to discuss, to ensure the quality of the selected topics, and at the same time to consult the excellent math teachers in our school and the excellent teachers outside the school.
Third, the summary stage: summarize and form the research report, sort out, typeset and modify the lecture notes, hold discussion activities on the results, and each member of the research group will write an academic paper around this topic, write a conclusion report, make a conclusion demonstration, and finally implement the promotion measures to consolidate the results of the topic.
4. Promotion stage: comprehensively summarize the experience, practices and shortcomings in the project implementation process, and write a research report. Invite experts to guide, summarize the research results of the project and complete the conclusion report. Apply for acceptance, and accumulate experience for further promotion of research.
Finally, I believe that with the guidance and help of the leaders of the teaching and research section of Lianjiang Education Bureau, our school leaders and colleagues, our research will certainly achieve the expected results.
This is the end of my opening report. Thank you.