Analysis On Current Situation And Countermeasures Of Mathematics Teaching Connection Between Junior And Senior High Schools ——Take Preparatory Knowledge For Example

The General High School Mathematics Curriculum Standard（2017 Edition）for the first time puts forward "preparatory knowledge" as a separate theme,and sets preparatory knowledge as the first two chapters of compulsory 1 in the new textbook,which reflects the importance of mathematics connection between junior and senior high schools in the context of curriculum reform.Under the background of new curriculum and new teaching materials,this paper deeply understands the actual teaching situation of linking knowledge points and the learning situation of senior one students in the teaching process of preparatory knowledge,and puts forward some effective teaching strategies in view of the current situation,hoping to help students to complete the transition of junior and senior high school learning more smoothly.This paper adopts literature analysis method,interview method and questionnaire survey method.After reading a large number of literature,and under the careful guidance of tutors and front-line teachers,the questionnaire is designed from six dimensions:mathematics interest,mathematics learning habits,differences in mathematics learning between junior and senior high schools,explanation of bridging knowledge in junior high schools,teaching of bridging knowledge in senior high schools,and students’ attitude and expectation towards bridging teaching.Through the analysis of the content of the connection between junior and senior high schools,combined with the current learning situation of senior one students,the design of the connection topic and test;and interview teachers around the topic of "preparatory knowledge".Based on the results of students’ test papers,questionnaires and interviews with teachers,the author puts forward three reasons for the improper connection of mathematics teaching in middle and high schools :（1）in terms of textbooks,there are differences in the expression of mathematics language,content of textbooks and difficulty of exercises in middle and high schools;（2）there are differences in students’ learning interests,learning habits and thinking;（3）there are differences in teaching rhythm,teaching methods and mathematical thoughts in teaching.According to the above factors,the following teaching strategies are proposed based on the theory of the zone of proximal development :（1）adding cohesion content and expanding preparatory knowledge;（2）focus on the cohesion of non-cognitive factors;（3）create bridging situations based on students’ cognitive basis;（4）pay attention to the connection of mathematical ideas such as the combination of number and form.In the end,based on the results of the survey and the proposed teaching suggestions,and referring to the relevant requirements of the preparatory knowledge teaching in the new curriculum standard,this paper carries out a cohesive and optimized design of the teaching content,aiming to let students gradually understand the knowledge and mathematical ideas of this class from easy to difficult.It is hoped that through the research of this paper,it can provide some reference for senior high school front-line mathematics teachers to carry out the bridging teaching of preparatory knowledge in a more reasonable way.