Middle And High School Mathematics Teaching Research Transition Under The New Curriculum

With the gradual development of new curriculum reform, the dominant role of students is attached more and more importance to in the classroom teaching. But meanwhile, many scholars find that the phenomenon of differentiation in Senior One students becomes more and more serious, which aroused researchers’attention. Some researchers hold that one way to solve this problem is to make a good transition in math teaching between junior middle school and high middle school. How to adjust the existing teaching method and the presenting order of textbooks according to the psychological development and the cognitive level of senior middle school students and how students will successfully adapt to Mathematics courses in senior middle school in this way will be the first problem in senior middle school teaching. Most of previous study about the transition in math teaching mainly started from the teachers’point of view. Although some reasons were researched in this way, the problem in the transition was not solved fundamentally. Therefore, the real factors only could be found when the transition problem is analyzed from students’point of view and only in this way could students successfully achieve the transition in math teaching between junior middle school and high middle school. Exploring the transition in the teaching between junior middle school and high middle school will effectively help Senior One students adapt to the school life as quickly as possible. Based on the full understanding of the cognitive and learning law, this paper will adopt the questionnaires to research the math teaching in senior middle school and try to make the math teaching in Senior One more suitable for the cognitive level of students:firstly, achieving the transition in textbooks; secondly, promoting the transition in thinking and achieving the teaching transition; thirdly, starting multi-dimensional adjusting work in students psychology and completing the students’psychological transition; fourthly, building learning method and promoting the learning methods’ transition.Mainly through the questionnaires and deep interviewing methods, this paper is going to know the present situation of the transition in math teaching in junior and senior middle school and analyze the reason from many ways. Aiming at the researching result and combining the textbooks and teaching, this paper will come up some relevant suggestions. The whole paper mainly contains the following four parts:Firstly, analyzing the previous researching situation in the transition in the teaching between junior middle school and high middle school at home and abroad and its existing problems, this paper will illustrate the practical meanings of the study about the transition in the teaching between junior middle school and high middle school in the context of new curriculum.Secondly, this paper will show the condition about the questionnaires of the transition in math teaching in junior and senior middle school which is aiming at teachers and students.Thirdly, based on the questionnaires, analyzing the differences of the basic concepts of new curriculum in math in junior and senior middle school, the differences of objectives of the math courses in junior and senior middle school and the differences of the math textbooks in junior and senior middle school, this paper will demonstrate the reason of the transition problem in the math teaching between junior and senior middle school.Fourthly, this paper will concretely discuss the strategies about how to solve the transition problem in the math teaching between junior and senior middle school, that is to say, this paper will give four suggestions about students’learning methods and the transition in different aspects:such as the transition in the knowledge of textbooks, the teachers’combination between students’learning methods and their psychology, the teachers’ attention to the students’ learning ability, the students’ psychology, the students’learning habits and so on.The transition problem in the math teaching between junior and senior middle school has many factors. The researchers should bring up the solving strategies with the help of the full understanding of those factors. Only in this way is it helpful to provide the new horizon to the math teaching reform, to improve the math teaching quality and to promote the quality-oriented education and creative education entirely.