The Research Of Cultivating Mathematical Symbols Consciousness Of Students In Second Stage Of Compulsory Education From The Perspective Of Junior And Primary School Connection

The Compulsory Education Mathematics Curriculum Standard(2011 Edition)regards the consciousness of mathematical symbols as the ten core concepts of the mathematics curriculum of the compulsory education stage,which fully demonstrates that mathematical symbols,as the language of mathematics,are great significance to the development of students' mathematics learning and thinking ability.Due to the differences in mathematics learning requirements and students' cognitive abilities between junior high school(third stage)and elementary school(first and second stages),there is a phenomenon that students have a separation in the cultivation of student symbol consciousness.From the perspective of the connection between elementary and elementary schools,this paper conducts research on the cultivation of students' mathematical symbol consciousness in the second stage of compulsory education,in order to help teachers solve the problem of the connection between junior and elementary schools in the second stage of students' mathematical symbol consciousness cultivation.The study takes constructivism,cognitivism theory and zone of recent development theory as the theoretical basis,and carry on the research through literature research,interview method,questionnaire method and case analysis method.This paper mainly studies the following three issues: 1.What are the differences and problems in the awareness of mathematical symbols among students in the second and third stages of compulsory education? 2.What is the status quo of students' mathematics symbol consciousness in the second semester of compulsory education from the perspective of the convergence of junior and primary schools? And analyze the reasons.3.From the perspective of the connection between elementary and elementary schools,the solution strategies for the cultivation of students' consciousness of mathematical symbols in the second stage of compulsory education.This research analyzes the differences in students' mathematics symbol consciousness in the second and third stages of compulsory education from three aspects: curriculum standards,textbooks,and students' learning characteristics.Through teacher interviews and student surveys,the problems in the cultivation of students' mathematical symbol consciousness in the second semester of compulsory education from the perspective of the connection between primary and primary schools are drawn:From the perspective of teachers,teachers have outdated concepts and unclear understanding of the meaning of mathematical symbols;Teachers are lack of awareness of the connection between primary and secondary schools in teaching;And the mathematics teaching methods of the second and third stages are quite different.From the perspective of students,students' perception of the meaning of mathematical symbols is not comprehensive enough;Students have problems on understanding the meaning of mathematical symbols;students have insufficient ability to reason with mathematical symbols;it is difficult for students to abstract changing relationships and quantitative relationships;Students have insufficient ability to solve problems by using mathematical symbols;students are lack of the enthusiasm and autonomy of learning mathematical symbols;students have different levels of mastering mathematical symbols.According to the analysis of the problems and the reasons of the problems in the cultivation of students' mathematics symbol awareness in the second stage of compulsory education from the perspective of the connection between primary and primary schools,I put forward the teaching strategies of teachers from the perspective of the connection between primary and middle schools: strengthening teachers' theoretical learning and paying attention to the connection between primary and middle schools;proficient in the use of symbols to promote the comprehensive perception of symbols;depending on the concrete situation,deepening the understanding of mathematical symbols;combining mathematical thought,improve the ability of symbolic reasoning;skillfully use mathematical modeling to help abstract out the change relationship;classifying and summarize the rules,improve the ability of symbol consciousness to solve problems;discovering the beauty of mathematical symbols and improving interest in learning.In the end of this study,a case study was carried out the basis of the teaching strategies for cultivating mathematical symbol consciousness of students in the second semester of compulsory education.The second stage of compulsory education was selected in the second stage of number and algebra,according to the mathematical symbols of consciousness cultivation strategy,select representative,help lower primary school Grade Five book one ?Use letters to denote numbers?for the class teaching design,showing that the proposed strategy is feasible.