| High school mathematics curriculum of general objective is to cultivate students with six core mathematics accomplishment. They are mathematical abstraction, intuitive imagination, logical reasoning, mathematics, mathematical modeling and data analysis. The nature of the mathematics curriculum of junior middle school stage is to cultivate the quality of citizens.It faces all student, with the universal and basic.Research shows that after the implementation of new curriculum reform, part of the junior middle school mathematics teaching material has been cut or reduced, which have to master in high school. If students in junior high school don’t grasp them, or their foundations are not solid, surely they will have some certain difficulties in the high school mathematics teaching and learning.In order to make the high school mathematics learning can link up easily, we do the study based on the junior high school teaching, the theoretical guidance and practical demand. We choose the second and third grade of junior students the research object. Through the ways of theoretical and experimental research experience, theory and method of combining the case study, we put forward the teaching strategies to improve the linkage teaching of primary and high school, to provide practice for the job of teaching of mathematics education in the future.This research is mainly divided into eight parts:the first part is the preface, it theoretically included the background, objectives, methods and significance of this research and innovation; The second part is the summary of the related research. It summarizes the function of teaching research, junior high school function teaching research, junior high school and senior high school function teaching research; The third part is the theoretical basis of research; The fourth part is the study of linkage of junior and senior high school function teaching content, the main connection between junior and senior high school function and basic knowledge of function and equation and inequality, the different requirements of junior and senior high school function knowledge, function classification, image and character based functions, basic transformation of the image as the carrier study; The fifth part puts the convergence of teaching and learning according to the experience and theoretical basis, which mainly included teachers of basic knowledge, basic skills and function, linkage in the basic idea, the basic method of teaching and students in learning habits and learning methods, learning psychology learning strategies to join the research; The sixth part is the linkage of junior and senior high school function teaching lesson study; The seventh part is experimental study of teaching link, through investigation and analysis, explore the early study of the link between the function of the senior high school teaching, and verify the effectiveness; The eighth part is the summary and reflection of the research, summarizes the results of this study and the existence of deficiencies and prospects.The results show that:(1)The fifth part, which puts forward the teaching and learning strategies, has a great promotion in primary and high function cohesion teaching;(2) The gender in the linkage teaching of junior and high school has significant difference;(3) The linkage teaching between the different levels of students in junior and high school has a very significant difference,the top students performed very well in the linkage teaching.Therefore, in order to meet requirments of individuality and make different students to gain different development in mathematics, junior high school teachers need to teach studnets in accordance with their aptitude, with appropriate linkage teaching. |
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