Research On The Problems And Countermeasures In The Connection Of Mathematics Teaching In Primary And Secondary Schools

The compulsory education mathematics curriculum standard(2011 Edition)divides primary and secondary schools into three school sections,emphasizing the integrity of the nine-year compulsory education mathematics curriculum content.There are great differences in learning methods,thinking modes,teaching contents and teaching methods in primary and secondary school mathematics,which makes it difficult for students to adapt to junior high school mathematics learning.Therefore,it is of theoretical significance and practical value to explore the problems and causes of the convergence of primary and secondary school mathematics teaching,and to put forward strategies based on the causes,so as to promote the convergence of primary and secondary school mathematics teaching.In this study,265 seventh grade students in a rural middle school in Jianchang County,Huludao City,Liaoning Province are selected as the research objects.Firstly,a questionnaire survey is conducted to the students to study the learning methods from four dimensions: basic evaluation of mathematics,mathematics learning plan,mathematics classroom performance and mathematics review after class.Then,test papers are designed from two dimensions of mathematics thinking and mathematics content to understand the students' learning In the end,the author interviewed the teachers to understand their views on the connection of mathematics teaching in primary and secondary schools.Through the analysis of students' questionnaires,test papers and teachers' interviews,we find that there are some problems in the connection of mathematics teaching in primary and secondary schools:(1)students are too dependent on Teachers' learning habits to adapt to middle school mathematics learning;(2)It is difficult for students to change from arithmetic thinking to algebra thinking;(3)students' knowledge understanding in primary school is not thorough,resulting in negative transfer to subsequent learning(4)it is difficult for students to adapt to the change of teaching methods of junior middle school teachers.According to the results of the research,the paper puts forward the following strategies:(1)to grasp the "key period of convergence" and do a good job in guiding the convergence of learning methods;(2)to promote the conversion of students' thinking from arithmetic to algebra;(3)to do a good job in mathematical convergence around the "convergence point";(4)to optimize classroom "convergence teaching" and improve teaching efficiency.