【作者】 林婷；

【导师】 徐章韬；

【作者基本信息】 华中师范大学 ， 学科教学（数学）（专业学位）， 2021， 硕士

【摘要】 社会的进步与科技的发展离不开数学,信息化与大数据时代的到来也对数学人才提出越来越高的要求,一直以来数学在高考中占据着非常重要的一席之地。以广东省为例,一方面在努力的想要迎头追上高考改革的步伐,不断加大高中考试难度。然而,义务教育阶段的数学却没有随之提升要求,作出相应调整。这就势必导致大量在义务阶段数学基础薄弱的学生无法适应高中高难度高容量的数学学习。这个是社会大背景下,初高中数学要求不同导致的学生知识与能力的断层。另一方面,本文通过查阅大量的文献、对学生进行问卷调查、访谈多校初高中一线教师,得出初高中数学衔接上主要存在的几个亟待解决的问题是:(1)初高中数学知识的衔接;(2)数学能力的衔接;(3)学生学习方法的衔接。在与一线教师的访谈中以及文献查阅获知目前初高中衔接现行的方式主要有:(1)找到初高中所有需要衔接的知识点,利用开学前一周进行集中衔接;(2)对衔接知识不做上课安排,教师灵活处理;(3)编写学案,学生利用初升高的暑假进行自学,回校考试,快速点评;(4)在平时的上课过程中利用导学案进行衔接。上述衔接方式中效果相对较好的是(4),在平时的新课中穿插衔接,这也是目前使用较普遍的方式。但这些衔接方式也存在其弊端,衔接过浅或衔接过渡,要么要求学生具有较高的自学能力,要么就是不能很好的调节高中数学紧张的课时与衔接课时之间的冲突。尤其对于部分数学思维方法稍薄弱的同学而言,仅仅课堂上走马观花式的衔接,没有相应的练习和一定的时间去思考和消化,也很难在数学学习上得到提升。针对以上问题和矛盾,本人提出一个大胆性的建议,结合各自学校的生源情况和学校办学特点,在信息技术的支持下,针对数学初高中衔接开设与高中数学学习进程相匹配的线上与线下校本课程。该建议创新的地方在于,第一,将衔接课程贯穿于整个高中的学习过程中,避免一次性过度衔接;第二,以校本课程的方式进行衔接,做到因材施教,弥补平时课堂衔接中部分学生消化不良的问题。第三,采用线上和线下结合的方式,避免学生课时上的冲突,并最大范围满足不同层次学生的需求。最后,文章以本人所任教的一所完全中学------广东顺德德胜学校在读的高一学生作为实验对象,在学校和科组的大力支持下,首先采用学生错题收集分析与学生面谈等方式找到衔接的重点知识和思想方法。一方面全员共同讨论并录制针对本学期的衔接课程,提供给有需求的学生进行线上的自主选择性学习;另一方面,开展每周一次的线下数学衔接校本课程。最后结合学生问卷和实验组参与课程前后成绩在年级排名的进退进行校本课程有效性的探究,说明了该校本课程能比较有效的促进学生对高中数学的学习。更多还原

【Abstract】 The progress of society and the development of science and technology are inseparable from mathematics.The advent of the information and big data era also put forward higher and higher requirements for mathematics talents.Mathematics has always occupied a very important place in the college entrance examination.Taking Guangdong Province as an example,on the one hand,we are trying to catch up with the pace of college entrance examination reform and constantly increase the difficulty of high school examination.However,mathematics in the stage of compulsory education has not been improved and adjusted accordingly.This will inevitably cause a large number of students with weak mathematical foundation in the compulsory stage to fail to adapt to the difficult and high-capacity mathematics learning in senior high school.This is the fault of students’ knowledge and ability caused by different mathematical requirements of junior and senior high schools under the social background.On the other hand,by consulting a large number of literature,conducting a questionnaire survey on students and interviewing front-line teachers in junior and senior high schools,this paper concludes that the main problems to be solved in the connection of junior and senior high school mathematics are:(1)the connection of junior and senior high school mathematics knowledge;(2)The connection of mathematical ability;(3)The connection of students’ learning methods.Through interviews with front-line teachers and literature review,it is known that the current methods of connecting junior and senior high schools are as follows:(1)find all the knowledge points that need to be connected between junior and senior high schools,and use one week before the start of school for centralized connection;(2)There is no class arrangement for connecting knowledge,and teachers deal with it flexibly;(3)Prepare study plans,so that students can use their summer vacation for self-study.Then students return to school for examination,and teachers give quickly comments;(4)In the usual class process.teachers use the learning guidance case to connect.Among the above connection methods,the outcome of(4)is relatively good.And it is interspersed in the usual new courses,which is also a more common way at present.However,these cohesion methods also have their disadvantages.The connection is too shallow or transition,which either requires students to have high self-study ability,or can not well adjust the conflict between the tense class hours of high school mathematics and the connection class hours.Especially for some students with weak mathematical thinking methods,it is difficult to improve their mathematics learning only by walking and watching the connection of fancy styles in class without corresponding practice and certain time to think and digest.In view of the above problems and contradictions,I put forward a bold proposal.Combining with the source of students and school running characteristics of their respective schools,with the support of information technology,for the connection between junior and senior high school mathematics,I will set up online and offline school-based courses matching with the learning process of senior high school mathematics.The innovation of the proposal lies in:First,the bridging curriculum should be run through the whole learning process of senior high school to avoid one-time excessive convergence;Second,link up in the way of school-based curriculum,teach students according to their aptitude,and make up for the indigestion of some students in the usual classroom connection.Third,the combination of online and offline is adopted to avoid conflicts in students’ class hours and meet the needs of students at different levels to the greatest extent.Finally,the article takes the freshman students in Guangdong Shunde Desheng school,a complete middle school which I teach,as the experimental object.With the strong support of the school and the section group,firstly,it uses the methods of collecting and analyzing students’ wrong questions and interviewing students to find the key knowledge and thinking methods of connection.On the one hand,all staff discuss and record the bridging courses for this semester,which can be provided to students in need for online independent and selective learning;On the other hand,carry out the school-based curriculum of offline mathematics connection once a week.Finally,combined with the student questionnaire and the advance and retreat of the scores of the experimental group before and after the course,this paper explores the effectiveness of the school-based curriculum,which shows that the school-based curriculum can effectively promote students’ learning of high school mathematics.更多还原