Based On Mathematics Teaching Connection Between Primary And Secondary Schools Under The Newest Standard Of Mathematics Education Curriculum (2011)

In Mathematics Curriculum Standards for Compulsory Education(2011), integrality, comprehensiveness, and equilibrium of mathematics courses are laid much emphasis for the nine-year compulsory education. No matter in objective setting, course content arrangement, or teaching, much importance should be attached to the connection and transition of various learning stages. Through the survey found that mathematics education is generally disconnected between primary and middle schools, among which there is less enough communication. A lot of students may feel very challenging and show great differentiation in their mathematics learning when firstly entering junior high schools.A questionnaire survey is conducted on teachers in middle and primary schools and grade 7 students in various regions in Hunan Province, to learn about teachers' understanding of the new curriculum standards of mathematics in voluntary education, their cognition for connection of mathematics teaching in primary and middle schools, and grasp mathematics learning conditions of grade 7 students. It is concluded from the survey results that most middle and primary school teachers are not familiar with the new curriculum standards of mathematics, and just grasp the mathematics content in their current teaching stage. Thus, mathematics teaching in primary schools is separated from that in middle schools, and most grade 7 students are maladaptive in their mathematics learning.Based on the research results, the guidance of mathematics curriculum standards in compulsory education, and the theories of constructivism, transfer learning, this paper puts forwards the strategies for the connection of primary and middle mathematics teaching from three aspects, namely teaching content, thinking method, and teaching and learning methods. In teaching content, research is mainly conducted on the four aspects, namely number and algebra, images and geometry, statistics and ratio, and comprehensive practice. In thinking method, a detailed analysis is focused on models thought, number shape union thought, and return thought. In teaching method, the research is mainly on the connection of teachers' teaching methods and students' learning strategies. The above three aspects are all discussed with the comparison of teachers in primary and middle schools, and explained with examples. Only if teachers in primary and middle schools all have their understanding in teaching connection can the phenomenon of disconnection in be eliminated, with joint efforts.