Teaching Research On Preparatory Knowledge Of High School Mathematics Under The New Curriculum Standard

With the promulgation of the new curriculum standard of Mathematics Curriculum Standards for General Senior High Schools(2017 edition),the new curriculum standard clearly put forward the preparatory knowledge,and put these preparatory knowledge in the position of the first and second chapters of compulsory course 1,which reflects the importance of education reform on the knowledge convergence between junior high school and senior high school,and strives to help students successfully complete the transition of mathematics learning between junior high school and senior high school.Therefore,in order to better understand the existing textbooks,high school mathematics teachers how to carry out cohesive teaching,and then compare the differences between the current cohesive teaching and students' learning status and the preparatory knowledge in the new curriculum standard,in order to better deal with the cohesive teaching of the preparatory knowledge in the new curriculum standard is particularly important.This paper mainly explores the teaching and research of the preparatory knowledge of high school mathematics under the new curriculum from six chapters.The first chapter mainly expounds the background of the research,analyzes the significance of the research,and determines the content of the research and several research methods.The second chapter mainly expounds the theoretical basis of the research and the research status of mathematics connection teaching in middle and high schools.The third chapter mainly analyzes the problems existing in the current junior high school mathematics teaching through the questionnaires and teacher interviews,finds out the differences between the preparatory knowledge and the new curriculum standards,and selects the part of the teaching convergence to conduct the case analysis.The fourth chapter mainly gives suggestions on how to deal with the preparatory knowledge in the new curriculum standard based on the student questionnaire and the results of the teacher interview:(1)Teachers should have a deep understanding of the differences between the teaching content of the new and old curriculum standards in the preliminary knowledge,so as to Accurately grasp the direction of teaching;(2)Teachers should pay attention to infiltrating mathematics thinking methods into students in the teaching process,and consciously cultivate students' mathematical ideology;(3)Teachers should cultivate students' good mathematics learning habits,good learning habits Make students grow up benignly;(4)Teachers should pay attention to the differences in learning methods,self-learning ability and thinking habits in junior high school mathematics.Teachers should formulate appropriate teaching plans according to the actual situation of students.The fifth chapter mainly focuses on the results of the investigation and analysis and the suggestions,and refers to the relevant requirements of the new curriculum standard for preparatory knowledge,and develops a teaching design for each of the two sections of the preparatory knowledge in the new curriculum standard.The sixth chapter is mainly the research results and reflections of this paper.Through the research of this article,I hope to provide a certain reference for the majority of first-line high school mathematics teachers,how to make the preparatory knowledge more reasonable under the new curriculum standard.