Study On The Strategy For A Smooth Transition Between Discipline Of Science At Primary School And The Teaching Of Biology At Junior Middle School

Primary school science course is the foundation of junior high school biology course,and junior high school biology course is the extension and expansion of life science field in primary school science course.However,at present,there is a lack of necessary communication between primary and secondary school teachers,primary school science teachers are not clear about the curriculum standards of junior high school,and they cannot grasp the degree,while junior high school biology teachers are not clear about the curriculum standards of primary school science and the level of students' existing development,which leads to problems such as poor connection between primary school science and junior high school biology teaching.Discussion on the connection between primary science and junior high school biology teaching is conducive to the improvement of teaching efficiency and plays an important role in the development of teachers and students.This study adopts the methods of literature research,investigation and comparative analysis to study the connection between primary school science and junior high school biology from the following aspects:First,the research overview of the connection between primary school science and junior high school biology.By referring to relevant literature,this paper expounds relevant concepts of learning paragraph,cohesion,learning paragraph cohesion and teaching cohesion,explains relevant theoretical basis,and introduces the status quo of research on cohesion education at home and abroad.Secondly,the connection between primary school science and junior high school biology is analyzed.On the one hand,from the perspective of students' cognitive development level,curriculum standards,teaching methods,etc.,this paper discusses the connection between primary school science and junior high school biology through comparative analysis.On the other hand,from the aspects of textbook arrangement and content cohesion,this paper also adopts the comparative analysis method to study the textbook contents of primary school science and junior high school biology,and finds that the two have connection discontinuity,repetition,complementarity and progression in many aspectsThird,in order to further connect the teaching of primary science and junior high school biology,this paper investigated and analyzed the connection between primary science teachers,junior high school biology teachers and junior high school students.Through the above research,the conclusions are as follows:First,through the analysis of the research status quo,it can be seen that education connection problem has received great attention in recent years,and remarkable achievements have been made in the horizontal and vertical dimensions,promoting the continuous enrichment of its connotation,and providing strong theoretical support for the education teaching work of front-line teachers.But at the same time,there are some problems.More research focuses on the theoretical level.There is no detailed research on the key points of the connection between primary and middle school teaching,and the strategies proposed by the connection lack practical support.Second,analysis of the cohesive affinity of both found that no matter from the characteristics of the cognitive laws,or from the curriculum objectives,content standards of primary school science curriculum and cohesion of junior high school biology course,both are closely linked,there is a progressive relationship again at the same time,so the "progressive" teaching method,the basic idea of "process" should be taken seriously by teachers.Teachers should choose the right time to carry out the right teaching.The spiral teaching method not only conforms to the cognitive law of students,but also promotes the development of students' thinking.Third,through the questionnaire survey of junior high school biology and primary school science teachers,it is learned that most teachers do not know much about the basic knowledge of students.In the teaching process,they do not fully consider the basic knowledge of students themselves,nor do they consider the connection with primary school science courses.According to the survey of middle school students,compared with the primary school science courses,middle school students in biology courses are less active in learning,and their ability to propose practical solutions to problems is also worrying.Fourthly,based on the current situation of teaching convergence between primary school science and junior high school biology,this paper puts forward several strategies that are conducive to the connection.It includes:building an interactive platform to strengthen the communication between primary school science teachers and junior high school biology teachers;Strengthen the construction of teachers,improve the level of primary school science teachers;Straighten out the objectives of the learning section and promote the smooth transition between non-subject teaching in primary school and subject teaching in junior high school;Promote the reform of teaching materials,pay attention to the link of teaching content between learning segments;Take into account the length of the school system,the implementation of the nine-year system of teaching.At the same time,starting from the specific methods of connection,the author puts forward specific connection methods for the teaching of primary school science courses and junior high school biology courses respectively.The Suggestions for primary school teachers are:according to the physiological and psychological characteristics of junior students,grasp the depth of teaching;Pay attention to ability training,improve students' core quality;Take the interest as the guidance,raises the student to the natural discipline positive emotion.The Suggestions for junior high school teachers are as follows:pay attention to the analysis of the class standard and find the connection point;We should optimize the teaching content and implement constructivist cohesive teaching methods,which include cohesion in the analysis of learning situation,cohesion in the introduction,cohesion at the cognitive level,cohesion in the learning method and cohesion in the emotional cultivation.