The Research Of The Difference Of Freshmen’s Basic Mathematics Knowledge Between Key Schools And Normal Schools

Many key middle schools have been set up all over the country since Deng xiaoping putforward the idea “to establish the key schools”on May24th,1977. Since then, the key middleschools have been being favored by many parents and their children. As a consequence, thekey middle schools have an absolute advantage on the admissions. The basic knowledge thestudents possess from these two kinds of middle schools is very different. As the result, a non-key middle school must fall behind a key middle school at the senior middle school, the newstarting line. However, under the college entrance examination baton, the non-key seniormiddle schools have to meet the same requirement as the key senior middle schools. theyneed to master the same amount of knowledge and the same difficulty language, that is, theteachers from the non-key senior middle schools have to give the classes on the sameschedule. It is well-known that all high school knowledge content as a whole number, themore junior high growth, especially in mathematics, mathematics since entering high school,teaching materials connotation is rich, high teaching requirements, teaching progress quickly,knowledge information widely, topic difficulty deepening, the emphasis and difficulty inknowledge could not like junior high school through repeated row of difficult to overcome.Many students enter high school the first fall after cutting is mathematics, so the differencesbetween two kinds of school students the basic knowledge of the conditions, teachingschedule, teaching methods, is certainly exist disadvantages, two school students acceptability certainly is not the same, with the subsequent learning environment change, do notmake a difference, learning method on the basis of the corresponding adjustment, quite anumber of students can be a problem, I feel that learning at sea, found that math deep,mysterious, abstract, transition from junior high school math to the high school mathproblems. Therefore, in order to make as many as students to meet to meet the requirementsof the new era, at the beginning of high school mathematics teaching cohesion problemworthy of mathematics teachers and scholars pay attention to the discussion. The authorthinks that to do well, at the beginning of high school mathematics of cohesion, to doaccording to their aptitude, according to their aptitude is one of the widely touted ancient and modern, Chinese and foreign education principles, carry out this method is the key todistinguish the differences between the education object. To timely understand key schoolsand non-key middle school and even the same school freshman in mathematics elementaryknowledge of different class differences, find their specific differences, so as to develop a setof accord with all levels of the students’ teaching plan. It can not only solve the nine-yearcompulsory education junior middle school mathematics teaching material with the currenthigh school mathematics teaching material between fu condition, and can help in the early,high school math teachers in the education purpose, education concepts and teaching methodsto reach consensus, help students achieve high school knowledge of cohesion and transition.So the key schools and non-key high school freshman in mathematics elementary knowledgedifference is very important for the study.This research is based on no.1middle school of Danzhou City and Danzhou nationalhigh school freshman as the research object, on the related theory and practice, on the basis ofin-depth study, through test investigation, interview and so on, the no.1middle school ofDanzhou City Danzhou national high school freshman in test scores were statisticallyanalyzed. Some teacher in teaching textbooks or workbooks appear any questions should tellstudents about, just about to finish their own task, do not accept or accepts how much it is thestudent’s own thing, on the teaching difficulty, according to the actual situation of students,the students can’t jump do not get the knowledge of the teacher can not speak, otherwise itwill hit the students’ interest in learning mathematics. Teachers should understand the specificsituation of the students, pay more attention to the students in class jump jump can getknowledge, so that students learn it hard, let them experience the joy of success. To mastermathematics knowledge, improve the ability of mathematical thinking is one of the maingoals of mathematical education, so the author respectively from the knowledge of the testdifficulty delamination, knowledge module, the problem solving ideas to statisticalclassification, so as to find out their differences.The full text content mainly includes the following six parts:(1) analysis of the differences between key schools and non-key middle school studentsbasic knowledge of the research background, this paper from the Angle of macroscopic andmicroscopic research, elaborated under the background of new curriculum key schools and non-key middle school students the practical significance of the basic knowledge ofdifferences.(2) the test paper, from the examination paper easily layered, knowledge module, and theproblem solving ideas for research. Students from different schools and in the same classdifferences in test paper easily layered, examination paper the difference of knowledgemodule, the differences in various aspects of the problem solving thought analysis,summarizes the key schools and non-key middle school students the basic knowledge of thespecific differences.(3) in this paper, the research question, object and method, the research program.(4) to data processing and data description(5) the research conclusion is analyzed(6) thinking and Suggestions...