Research On The Connection Of Teaching Between Junior And Senior High Schools Based On The Abstract Literacy Of Mathematics

Many students with excellent results in Mathematics in junior middle school are very hard to learn in high school mathematics,and even lag behind,which has aroused the attention of schools,teachers and parents.Senior high school mathematics is the continuation of junior high school mathematics.This continuation is not only the deepening of knowledge,but also the process of improving students' core mathematical literacy.The basic qualities brought about by the core literacy of mathematics discipline can promote the students' lifelong development ability and the cultivation of good qualities.However,in the process of teaching,the new curriculum reform in junior and senior high schools has created a knowledge gap in content,coupled with teachers' teaching skills,students' learning methods and other reasons,resulting in the junior high school students can not adapt well to the learning of high school mathematics,leading to a decline in mathematics scores.In view of this series of problems,this paper studies how to do a good job in the cohesive teaching of mathematics in junior and senior high schools from the aspect of cultivating students' abstraction literacy in mathematics.Firstly,the background and significance,research status and methods of the cohesive teaching of mathematics in junior and senior high schools are described in detail.This study mainly adopts the methods of literature research,questionnaire survey and case analysis.This paper summarizes the theoretical basis of abstraction literacy and teaching,including the definition,connotation,performance and development level of mathematical abstraction,Piaget's cognitive development theory,Ausubel's cognitive assimilation theory,Bruner's cognitive structure learning theory and Vygotsky's theory of the zone of proximal development which provide a theoretical basis for the following research.Secondly,from the four aspects of junior and senior high school mathematics textbooks,students themselves,teachers' teaching and teaching environment,this paper analyzes the differences between junior and senior high school mathematics.Taking the students,teachers of Grade one in a senior high school in my city and teachers of Grade three in my junior schoolas the research objects,this paper investigates the teaching of mathematics cohesion in junior high schools by means of questionnaires.Through investigation and research,the following conclusions are drawn:1.There are loopholes in mathematics knowledge in junior and senior high schools.2.There are great differences in students' learning attitudes and habits.3.Teachers' awareness of cohesion is weak.4.There is less communication between junior and senior high school teachers.Finally,according to the results of the above investigation and research,this study puts forward the optimization measures of junior high school mathematics cohesion teaching from four aspects: optimizing the arrangement of cohesion content,optimizing the leading role of teachers,promoting the initiative of students' learning and promoting the communication between junior high school and senior high school teachers.It provides a certain reference value for improving the effectiveness of junior high school mathematics cohesion teaching and solving the problems in junior high school mathematics cohesion teaching.