Research On Problems And Countermeasures Of Mathematics Teaching In Rural Middle And Primary Schools

In recent years,with the continuous advancement of the Party and the country’s rural revitalization strategy,rural education has become a hot spot of social concern.Moreover,mathematics as the most basic and important subject in the compulsory education stage,has a large research space for mathematics teaching in rural areas.Mathematics Curriculum Standard for compulsory education(2022 edition)divides mathematics in primary and secondary schools into four sections,emphasizing the integrity of mathematics curriculum content in nine-year compulsory education.However,in actual teaching practice,due to the great differences in learning content,learning methods,thinking modes and teaching methods of mathematics in primary and secondary schools,it is difficult for students to adapt to junior high school mathematics learning.In rural areas,the economic level is relatively backward,the teaching conditions are lacking,the teachers are weak,the parents’ education level is not high,and the students living with their ancestors have long become a common phenomenon.School education is the main way for students to obtain knowledge,according to the current research and analysis of mathematics teaching problems presented in the connection between primary and secondary schools in rural areas,summarize the existing problems,and put forward targeted solutions,which has certain theoretical significance and guiding value for the teaching and learning of primary and secondary mathematics in rural areas.In this study,498 grade 7 students and 30 primary school and 40 junior middle school mathematics teachers from a rural middle school in Peixian County,Jiangsu Province were selected as the research objects.First of all,a questionnaire survey was conducted on the students,from the following six dimensions: the basic adaptation of students,the analysis of students’ interest in mathematics and its reasons,students’ mastery of the knowledge of the connection between primary and junior high school,students’ learning habits and learning methods,teachers’ teaching methods and the infiltration of thinking methods and learning strategies,The purpose of this article is to understand the current situation of learning mathematics after entering junior high school,supplemented by student interviews,really understand the students’ difficulties in learning mathematics,and truly understand the difficulties of students in mathematics learning.On the other hand,questionnaire surveys and interviews were conducted on primary and secondary mathematics teachers,and combined with the analysis results,the problems existing in teaching connection of mathematics teachers in rural primary and secondary schools were deeply explored,supplemented by comparative analysis of curriculum standards and teaching content,so as to provide scientific basis for the formulation of strategies.Through the comprehensive analysis of the results of the questionnaire and the contents of the interview,the connection of mathematics teaching in primary and middle schools in rural areas is complex and prominent,mainly as follows:(1)Mathematics teachers in primary and middle schools lack theoretical guidance on the cohesion of primary and secondary mathematics teaching,have little sense of cohesion,and do not pay enough attention to the cohesion of primary and secondary mathematics teaching;(2)The teachers’ understanding and mastery of the teaching materials and curriculum standards of the connecting sections are not good,and they lack the infiltration of mathematical thinking methods,so there is a serious fault phenomenon in teaching;(3)There are great differences in mathematics teaching content,students’ thinking characteristics and psychology in primary and secondary schools.If teachers fail to capture information in time and change in time,they will separate the integrity of mathematics education in the stage of compulsory education,which is not conducive to the formation of mathematics system;(4)The lack of family education and weak teachers in rural areas lead to the low enthusiasm of students in mathematics learning and the lack of good mathematics learning habits and methods,which makes it difficult for students to flexibly apply primary school knowledge to junior middle school mathematics learning.Based on the above problems,this paper summarizes the cohesion strategies from the two aspects of teachers and students according to the guidance of relevant education and teaching theories.Teachers’ teaching is optimized and adjusted from four aspects: teaching contents,teaching methods,teacher communication and the cultivation of students’ learning ability.(1)In-depth interpretation of course standards,familiar with the differences in teaching materials,and building teaching bridges;(2)Pay attention to the creation of situations,compare primary school knowledge,and reduce the difficulty of learning new knowledge;(3)Infiltrate mathematical ideas,adjust teaching plans,and improve students’ exploration ability;(4)Change the concept of education,enrich teaching and research activities,and improve the awareness of teaching connection;(5)Pay attention to students’ psychological changes,systematically teach learning methods,cultivate good learning habits,and enhance students’ awareness of independent learning.Finally,based on the feasibility of the strategy,this study provides two specific teaching designs for reference,which provides scientific reference for the research content related to the connection of primary and secondary mathematics teaching in rural areas.