A Study On The Cohesion Of Mathematics Teaching In Senior High School

Although successive rounds of the new curriculum reform has been carried out, the divergence phenomenon of high school mathematics teaching have seriously affected the high school mathematics teaching effect and quality. For just coming into the high school freshman, whether from the aspects of learning habit or thinking ability is not qualified for the high school mathematics learning, how to make students to adapt to the high school mathematics learning in a short time is a problem need to be solved for expert in numerous mathematical and first-line teachers.This paper aims to investigate high school mathematics teaching cohesion causes of disconnect under the new curriculum reform and put forward the corresponding teaching strategies. It is order to verify the guided learning case can reduce the steps between the high school mathematics and the junior middle school mathematics. It can improve the high demanding situation of students’ learning mathematics and promote high school mathematics classroom teaching effect and quality. In particular it can provide high school teachers teaching experience of cohesion.Firstly, through the way of questionnaire this thesis investigated and analyzed the situation of fresh students’ learning of high middle school, emphatically it investigated high students’ mathematics learning habits, as well as the distinction of learning feel in mathematics between junior middle school and high middle school, According to the survey data and the physiological and psychological characteristics of fresh students in high middle school, it aimed to find out the causes of the high school mathematics teaching cohesion. Secondly by analyzing the problems, I worked out the cohesion of the high school mathematics teaching strategy, mainly includes:(1) Paying attention to the characteristics of mathematics textbooks between junior middle school and high middle school to improve mathematics teaching content at the beginning of high school; (2) Guiding the mathematics thinking ability of cohesion by the means of mathematics experiment and inquiry-based learning and using George Polya "How to solve it" and using mind map; (3)Cultivating learning interest of cohesion in mathematics by the means of combining with a variety of teaching methods and taking the way of positive language in class and strengthening the education of mathematical history; Then teaching strategies were applied to teaching pattern Guided Learning, by means of case analysis, it put forward how to make use of learning case to join " connecting points", and presented teaching suggestions on how to apply Guided Learning. Finally, through the practice research, we come to the conclusion:Case teaching model to promote the high school mathematics teaching cohesion has played a positive role.