Study On The Connection Between Middle And High School Mathematics In Western Remote Areas

There are obvious differences in teaching difficulty,teachers’ teaching methods and students’ learning methods in senior high school mathematics compared with junior high school mathematics.As a result,many students cannot adapt well after entering senior high school,with their math scores declining,their interest in math learning decreasing and their fear of mathematics.With the ordinary high school mathematics curriculum standards(2017 edition),promulgated new lesson mark clearly put forward the preliminary knowledge in the curriculum,and put these preliminary knowledge in the location of the required one of the first and second chapter,embodies the education reform of primary and high cohesion importance,makes every effort to help students complete high school mathematics study transition.Tests and the entrance examination the functional differences between the two "baton" determines the high school mathematics teaching exists fault is inevitable,how to help students to enter high school as soon as possible state,has been a hot topic,but the lack of study of high school mathematics cohesion in remote areas in western,the article in panzhihua.For example,to study of high school math problem in remote areas of western region.Using questionnaire survey method,interview method,as well as case analysis method,this paper studies the current situation and existing problems of mathematics teaching connection between middle and high schools in Panzhihua City.In view of the reasons behind it,three characteristics are grasped: 1.Characteristics of Mathematics(high requirement of thinking),2.Characteristics of western China(information occlusion,weak foundation of students),3.Bridging characteristics(changes in teaching methods and psychological changes of students)provide teaching suggestions for junior and senior high school mathematics bridging in remote areas of western China.The results show that the reasons for the decline of students’ scores are as follows: 1.There is a disconnect between the contents of middle and high school textbooks;2.Lack of communication between middle and high school teachers,lack of understanding of each other’s teaching situation,their own policies,and lack of systematic teaching in middle school;3.Due to the different requirements of high school and compulsory education,the difficulty of mathematics in high school is much higher than that in junior high school.Students are used to learning mathematics by mechanical memory in order to cope with exams in junior high school.4.Under the influence of the teaching method in compulsory education,students learn passively and rely too much on teachers,failing to develop good learning habits;5.Senior one students are in the adolescence of psychological lockdown,and the physical and psychological changes increase the difficulty for them to adapt to high school learning;6.The theory of useless reading prevails,parents’ educational concepts are backward,and students’ guidance is not in place;7.Students of different genders and levels show different characteristics.Teachers should fully understand the learning situation and teach students according to their aptitude.In view of the above situation,based on the zone of Proximal Development theory,constructivism theory and Maslow’s hierarchy of needs theory,this paper proposes the corresponding teaching strategies from the situation of students,teachers and teaching objectives in the remote areas of western China: 1.Get to know the students deeply,find out the point of disconnection,and compile the bridging textbook suitable for the learning situation;2.According to the characteristics of the western rural areas,combined with the feature of "double-base" teaching theory of the big four(memory to understanding,speed to win efficiency,rigorous form rationality and repeat on variant),put forward the "small step"(by slow progress,the teaching method such as the variable type for students to study set up the steps,lower the difficulty of teaching),"cycle"(through appropriate to do more practice more,To achieve the effect of practice makes perfect,laying a solid foundation),"frequent feedback"(teachers through homework,tests and other means to timely understand the learning situation,adjust the teaching)teaching strategy;3.According to the situation of students in the remote areas of western China,reduce the difficulty of teaching,gradually infiltrate mathematical thinking,and improve the core quality of students in mathematics;4.Stimulate students’ non-intellectual factors and improve their learning drive;5.Set up a school for parents,abandon the theory that reading is useless,and reform the concept of education.In addition,the article provides specific teaching cases to provide teachers with operational materials for middle and high school mathematics bridging teaching in remote areas of western China.