A Study On Curricular Arrangements To Enhance The Correlation Between Middle School And High School Math

the high school mathematics teachers has been concerned about the high school mathematics convergence problem.From the perspective of literature,most of researches focused on the causes of convergence problems and their experience,emotional level,and were lack of research on the specific implementation process and effect.This paper is based on the experience of teaching in senior high school,takes high school mathematics teachers and high school students in Gan zhou as the research object,uses questionnaires,interviews and other methods to make a qualitative analysis on the teaching material processing problem and the learning situation of the students.Besides,it the present situation of mathematics teaching in junior and senior high schools.The research conclusion is as follows:1.Students in the junior high school mathematics knowledge is disjointed,learning goals are not clear.2.There are differences in the primary and high school classrooms.3.Teachers in the convergence of teaching content,classes and other.arrangements are different,arbitrary.4.The mode of teachers dealing with the content is traditional,single,and poor in classroom results.Based on the above research,and combined with my own teaching practice for many years,this paper studies the teaching design of middle school mathematics teaching convergence from three aspects,such as the curriculurm standard,knowledge disconnection and differences in classroom teaching effect.Basing on <cross multiplication >,<quadratic equation with one unknown element>,< triangle theorem for five > I will design the lesson by using five-star teaching method and the teaching mode halving the classroom and analyze the effect of student’s tearning.In this paper,the edition of Beijing Normal University High School Mathematics Textbooks of compulsory part teaching arrangement,provide reference for the teaching of high school teachers.