A Case Study Of Junior High School Mathematics Teaching

With the promulgation and implementation of the new curriculum standards for senior high school,a series of problems about the teaching convergence will come one after another,which has attracted the attention of many experts and scholars.The junior and senior high school education as the basis,but there is a big difference between the two segment and closely related,the quadratic function is the most important point at the beginning of the high cohesion,so the study of education between them is of greater significance in education.This article embarks from the current domestic research situation,through the analysis of "quadratic function" of the curriculum requirements,teaching differences were compared,the difference and the high school at the beginning of "quadratic function" and the content of these differences on the teaching design and classroom implementation differences.Then,investigates the quadratic function of the cognitive level of the students,find problems from the survey,according to these problems on high school teachers "quadratic function" teaching design,teaching implementation and teacher interviews,summed up a mathematics teacher in junior high school and senior high school mathematics content cohesion thoughts do the gains and losses.Finally,for junior and senior high school mathematics teaching,I put forward the following suggestions from the teaching materials,teaching,students of the three dimensions:(1)into the curriculum,pay attention to start teaching;(2)understand material,optimization and reorganization of teaching materials;(3)the overall improvement of teaching,realize the transition.I hope that through the importance of this study makes clear at the beginning of high school mathematics teachers of cohesion,in order to better engage in teaching work;also hope that a new high can more quickly adapt to the new environment,to transform learning thinking.