How to make a good transition from primary school to junior high school
① Psychological changes of students;
② Changes of students' physiology;
③ the change of school environment;
④ Changes in course content;
⑤ Changes in teachers' teaching methods;
⑥ Changes in school management.
These "mutations" often lead to some students' inadaptability, resulting in the "three difficulties" situation that some students are difficult to accept psychologically, master knowledge and adapt to life. Especially, some excellent students in primary schools can't adapt to the teaching methods page of junior high school, which leads to the decline of academic performance, and some even slide to students with learning difficulties. It can be said that there are such students every year.
Ex. 1: There used to be a student in our school named Tan Di, a child of Mr. Tan Shilin's family. At the beginning of junior high school, this child was the first in the town exam and entered our school with the first score in the town. The teacher's child can be said to have a good innate quality. Primary school can learn so well, indicating that intelligence is certainly not bad. After entering junior high school, students' grades decline and eventually become inferior students in their studies. My parents didn't want to arrange to go back to school and didn't learn well. They must take the high school entrance examination. There are many similar situations. If you carefully keep the transcripts from primary school to junior high school, you will find that students' grades have changed greatly after the senior high school entrance examination three years later. Of course, there are many reasons for the change of students' grades, among which the lack of transition and convergence in teaching is also an important reason, especially for senior one students. Therefore, we say that it is very important to recognize the difference between primary and secondary schools and do a good job of connecting them.
Here, I also think that it is very important not only to make a good connection between junior high school and primary school, but actually I understand that it is more important to make a good connection between junior high school and high school. Because the curriculum content of junior high school and senior high school has changed a lot, teachers' teaching methods, teachers' management methods and the proportion of junior high school have changed obviously, especially biology and physics courses in senior high school. It can be said that the learning style of biology class in senior high school and junior high school has changed qualitatively. Junior high school biology class is shallow, students' learning is mainly based on memory, while senior high school biology class is deep, emphasizing students' understanding ability, which can not meet the requirements of curriculum changes for students' learning methods.
Every year, we find that some outstanding students in junior high school can't keep up when they study in senior one. For example, Wei-,a child of Li Guangling's family in our school, was admitted to Nehe No.1 Middle School for work expenses, and got more than 300 points after half a year. What is the reason? I think it is directly related to why some students who study well in junior high school have a decline in their studies when they reach senior high school. Education circles pay more and more attention to this problem. When making the Action Plan for Improving the Quality of Primary and Secondary Education, the Education Bureau of Qiqihar City also emphasized: according to the requirements of the new curriculum, do a good job of connecting primary schools with junior high schools and junior high schools with senior high schools, and put it forward as an important measure to improve the quality of teaching. This shows that the main management department of education has also realized the importance of this problem and put it forward as a measure to improve the teaching quality of Qiqihar!
Today I will talk about two questions: First, what is the difference between junior high school education and primary school education? The second is to talk about how to do a good job in the teaching connection between junior one and primary school from the practical level.
First, to make a good connection between junior high school and primary school teaching, we must first make clear the difference between primary school education and junior high school education. So, what's the difference between primary school educators and junior high school education?
1, school management is different.
Because students are young, naive, dependent, weak in willpower and self-control in primary school, they have a weak sense of right and wrong. Therefore, primary school management adopts meticulous, thoughtful, comprehensive and concrete methods, which are manifested in keeping a close eye on it, being strict in management and helping it a lot, and the class teacher never leaves the students for a day.
When students arrive at junior high school, on the one hand, there are more courses and more teachers. In addition to the head teacher, teachers in other subjects have little contact with students, unlike primary school teachers. On the other hand, students' sense of independence is enhanced, and they don't want teachers to always take care of them everywhere. Therefore, middle school management adopts the following measures: insisting on positive education, persuasion education, telling the truth education, inspiring education and rules and regulations education, and cultivating students' habit of consciously observing discipline. Junior high school is not loosely managed, poorly managed and not specific, but the way of management education has changed.
2. Different teaching contents and methods.
(1), differences in teaching content
When students enter senior one, their courses are increased to 15 (Chinese, mathematics, English, ideology and morality, geography, history, biology, music, art, physical education, information technology, crafts, humanities and society, life education and comprehensive practical activities), excluding school-based courses. The characteristics of teaching content can be summarized as four words "more, new, deeper and wider", which is a great leap for students. If students can't adapt as soon as possible, they will be caught off guard, have rebellious psychology, and even have weariness of learning.
(2) Different teaching methods.
Due to the different teaching contents in primary and secondary schools, the teaching methods in primary and secondary schools are also different:
(1) The memory characteristics of primary school students are mainly mechanical memory, and the thinking characteristics are mainly intuitive thinking. Therefore, the characteristics of teachers' lectures are "less, slower, more specific and repeated", and classroom teaching is based on "intuitive thinking".
(2) Because junior high school students' memory is mainly based on understanding and memory, and their thinking is mainly based on abstract thinking, the characteristics of teachers' lectures are "few but precise, simple explanation, combination of teaching and practice, and equal emphasis on knowledge and thinking, teaching methods and teaching ability". The four-character teaching style in our school is rigorous, practical, accurate and vivid, the essence of which refers to intensive speaking and refinement, while the most important teaching method of mathematics is actually speaking and practicing, and "there is a master who has a second time" means that teaching is to highlight the key points and grasp the key points of teaching. ) Give full play to the leading role of teachers and cooperative learning of students.
(3) After six years of primary school, students have become accustomed to teachers' teaching methods. If students stay on the basis of primary school in junior high school, it will be difficult to adapt to junior high school teaching, resulting in a decline in academic performance.
3. Different learning methods:
The learning methods in primary schools are memorizing more, remembering more and writing more, replacing revision with homework, and testing whatever you learn. Under normal circumstances, as long as students observe discipline and study hard, their grades will be good. In the first day of junior high school, some students still use the practice of making up homework after primary school, and even finish their homework and complete their learning tasks. As a result, there are more and more problems in learning, which can't keep up with learning.
Therefore, from the first day of junior high school, we should teach students to learn the learning methods of preview, lecture, review, homework and summary according to the objective laws of knowledge, gradually change the learning habit of "doing homework first and then reviewing" or "not doing homework and not reviewing", and cultivate the learning methods of "three summaries first and three summaries successively", that is, "previewing before listening to lectures" and "reviewing before doing homework". According to my own understanding, I attach great importance to the role of preview in students' study. The biggest advantage of preview is to make students clear about the key points of lectures, thus improving the efficiency of lectures. Students have made it clear what they have learned and what they don't need special attention in class.
Secondly, we already know the differences between primary school and junior high school in school management, teaching content and methods, learning content and methods, so how to make a good transition and connection between junior high school and primary school in practice? I want to talk about this problem from several aspects:
(a), the class teacher should do a good job in the transition and convergence of junior high school and primary school.
The head teacher plays a very important role in the whole class management, education and teaching, and plays a very key role. Their working methods and effects directly determine students' mental outlook and development direction, and profoundly affect students' development. This important role of the class teacher is particularly important in the transition period when students are promoted from primary school to junior high school. Therefore, we ask the head teacher to do a good job in the normal teaching work, at the same time, to do a good job in the transition and convergence of the whole class from primary school to junior high school, focusing on the following aspects:
1. Strengthen regular education and cultivate students' consciousness.
According to the work plan of the Political and Educational Affairs Department, combined with the requirements of the Code of Conduct for Middle School Students and the Code of Daily Conduct for Middle School Students, it is required that the class meeting time be purposefully and planned to educate freshmen in discipline, study, health and safety, so that students can gradually understand what to do, what not to do and how to do it after entering junior high school. In combination with emergencies in schools and classes, students are given timely and random education. Make students gradually form good behavior habits and lay a solid foundation for students to manage themselves and take care of themselves. At the beginning of each academic year, the school should provide entrance education for new students, which is also a kind of bridging education.
2. Develop good study habits and cultivate students' initiative.
Mr. Ye Shengtao said: "What is education? Simply put, it is to form good habits. " After students enter junior high school, the quality of learning methods directly affects their study habits and even their lives. Therefore, we ask the head teacher of senior one to start with students' behavior habits and learning methods to cultivate students' autonomous learning ability.
I think the five-ring learning method advocated by our school is very scientific:
Prepare carefully before class.
Actively participate in the classroom.
Tidy up in time after class
independent operation
self-correcting
Not only should it be written on the wall, but it should also be implemented in students' learning activities, so that students can gradually develop this good study habit through the role of the class teacher.
3. Give full play to the role of class cadres and cultivate their working ability.
The quality of a class atmosphere depends largely on whether the role of class cadres is fully exerted. The role of the real management class, team leader and even team leader and branch representative has been fully played. Therefore, we ask the head teacher of senior one to choose the right class cadres, train and use them well, and let the students manage themselves. When the teacher is away, students can consciously abide by discipline, and the class's cultural and sports activities can also be done well, and the class students have a strong sense of collective honor. After all, the class teacher's "management is no matter".
4. Cultivate students' labor quality and self-care ability.
Through the exemplary role of the class teacher, we should teach students to beautify the classroom and campus with their own hands and gradually develop the habit of loving labor.
In short, the first-grade class teacher should start from the foundation, guide students from the aspects of thought, study and life, cultivate students' ability, develop good habits, and smoothly realize the transition and convergence between junior high school and primary school from the management of the class teacher.
(2) How should Chinese teachers in Grade One do a good job in the transition and connection between junior high school and primary school?
1, understand the "two ends" and understand the content and requirements of Chinese teaching in primary and secondary schools.
"Two ends": refers to the teaching content and requirements of senior primary school and junior high school. The teaching of grade one in junior high school is the extension and development of Chinese teaching in primary schools. Establishing the organic connection between them is of great significance for students to adapt to Chinese learning in middle schools smoothly.
Primary school stage:
Attach importance to Chinese foundation in teaching content. Such as Chinese pinyin, literacy, writing, Mandarin, etc.
In reading, we should pay attention to accumulating reading, such as language accumulation and knowledge accumulation, so that students can master a certain number of commonly used words, words, sentences, paragraphs and chapters, be familiar with written language and enhance their sense of language. At the same time, students' ability to observe natural and social phenomena is also properly cultivated.
Junior high school stage:
Emphasis is placed on understanding reading, mainly through analysis, comparison and induction to guide students to master the level, paragraph, meaning and writing skills of the article, with the aim of cultivating students' ability to understand the article quickly and accurately.
If we can reasonably grasp the context of Chinese teaching in primary schools and further clarify the teaching requirements of junior high schools, then we will have a clear aim in teaching and reflect the hierarchy of teaching.
In the past, when we were in middle school, we did teaching and research. At that time, President Hu was Mr. Wang's father and worked in a printing factory. At that time, he borrowed textbooks from the fifth-grade primary school teachers and organized new teachers to attend classes in primary schools. These practices should be advocated and adhered to.
2. Do a good job in the transition between teaching methods and learning methods, and cultivate students' self-learning ability.
For example, a Chinese teacher in senior one should gradually teach students the basic methods of reading texts. Students reading the text should include four links:
Preview-holistic reading-learning-transfer
The preview includes four points:
(1) Read the text title, author, notes, clear theme, author profile and writing background.
(2) Read "preview tips" or "self-reading tips" to clarify the key points and difficulties of learning and grasp the center and characteristics of the article.
(3) Read the text for the first time, dredge the text, remove word barriers with the help of reference books, mark key, difficult and doubtful sentences, and form an overall understanding of the text.
(4) "Thinking Practice" After reading the text, combined with the preview requirements, clear the specific requirements of different levels in the exercise topic, and teach students to listen to the class with questions.
The overall reading should be:
To teach students to read an article, we should read the full text quickly and roughly, and grasp the general idea of the article as a whole, including the author's ideas, the main idea of the full text and the writing characteristics.
Research:
On the basis of overall reading, let the students read carefully and deeply with questions, analyze and think about various parts and fragments of the article, and even consider the meaning and relationship of a sentence and a word, as well as its position and role in the whole article. Students should also be taught the steps to read key paragraphs:
(1) Number of standard sentences
(2) Carrying the meaning of sentences (Lin)
(3) Hierarchy
(4) Rational relationship
⑤ Ming Duan Yi
(6) Exploring writing methods
(7) Thinking function
At the same time, teachers should teach students the idea of learning all kinds of articles in combination with specific texts, and guide and guide them in time.
Migration:
On the basis of completing the classroom exercises, let the students read articles with similar characteristics by themselves, so as to draw inferences from others.
3. Teach students how to listen to lectures, take notes and finish homework.
4. Enhance students' self-confidence.
Junior one students have just joined a new group and are unfamiliar with their surroundings. In addition, the difference between junior high school and primary school leads to their inadaptability, and some may lead to a decline in their grades. At this time, students need to be encouraged to enhance their self-confidence.
(3) How should a senior one math teacher do a good job in the transition and connection between junior high school and primary school?
First, do a good job of content connection.
1, arithmetic number and rational number
The problems in elementary school mathematics learning arithmetic, middle school mathematics began to learn rational numbers, so the transition from arithmetic numbers to rational numbers is a major turning point. To this end, we need to grasp the following points:
(1), introducing negative numbers to clarify quantities with opposite meanings is the key.
In teaching, let students understand the necessity and significance of introducing negative numbers by citing many familiar examples.
For example, how to distinguish between two opposite quantities, above zero temperature and below zero temperature?
Another example is the elevation of Mount Everest, and the elevation of Turpan Basin is an opposite quantity. In teaching, we should fully list such examples to make students understand that a new number-negative number must be introduced in order to distinguish quantities with opposite meanings.
(2) Gradually deepen the understanding of rational numbers.
First, let students clearly understand the fundamental difference between rational numbers and arithmetic numbers. A rational number consists of a sign part and a number part (that is, an arithmetic formula), so it is easy to master the concept of rational number.
Secondly, let students know that the classification of rational numbers is only negative integers and negative fractions compared with elementary school arithmetic numbers.
(3) The operation of rational numbers actually consists of two parts: the operation in primary school and the establishment of "symbols" in middle school, so the operation of rational numbers is not difficult.
2. Numbers and Algebra
It is a leap in mathematical thinking from the specific number of primary school mathematics to the abstract algebraic expression of middle school mathematics. Therefore, students should be gradually guided through this barrier in teaching.
(1), indicating the necessity of numbers with letters.
Take the letters that students have learned in primary school as an example, such as:
Additive commutative law: A+B = B+A.
Multiplicative commutative law: ab=ba
Other formulas: speed formula v=s/t
Square perimeter: L=4a
Square area: s=a×a, etc. It shows that letters can simply express the relationship between quantity and quantity, which is more convenient for studying and solving problems.
(2) deepen the understanding of the letter A.
Many students often mistakenly think that -a must be negative because they don't understand the meaning of the letter A, so teachers must help students understand the meaning of A and know that A may be negative, but -a is not necessarily negative.
First, let students understand the three functions of the symbol "-":
① Operation symbol: 5-3 means 5 minus 3.
② Attribute symbol:-1 means negative 1.
③ The "-"sign in front of a number indicates the opposite number of the number, and -3 indicates the opposite number of 3.
Then explain that A means that rational numbers can be positive, negative and zero, that is, including symbols and numbers, so that students can really understand the meaning of A and-A.
(3) Arithmetic solution and algebraic solution
The transition from arithmetic solution in primary school to algebraic solution in middle school is a great turning point in students' thinking method, but students are often used to arithmetic solution at first, but they are not suitable for algebraic solution, and they don't know how to find the equation relationship. Therefore, first-grade teachers must do a good job in this aspect in teaching.
Second, do a good job in the connection of teaching methods.
The way of thinking of freshmen still retains the intuitive and vivid characteristics of students' thinking. Therefore, teachers should pay attention to the study of primary school mathematics teaching methods, absorb its advantages, and improve teaching methods according to the characteristics of first-grade students.
1, check for gaps, set up a ladder, and pay attention to the connection between old and new knowledge.
The first chapter of "Algebra" in senior one is based on algebra in primary school mathematics, which occupies a considerable proportion in the primary school senior one mathematics class, and is a systematic induction and review of algebra knowledge in primary school mathematics. But the content of this chapter is not based on the objective needs of junior high school algebra learning, nor is it a simple repetition of primary school knowledge. Therefore, we should pay attention to the connecting role of this chapter in teaching and do a good job of connecting the old and new knowledge.
2, from concrete to abstract, from special to general, teaching students in accordance with their aptitude and improving teaching methods.
(1), step by step
After entering junior high school, students need to gradually develop abstract thinking ability. Freshmen are used to detailed, meticulous and vivid explanations in primary school. If they encounter a "sharp turn" as soon as they enter middle school, they will often feel uncomfortable. Therefore, in the teaching process, we should not speak too fast, too much, too abstract and too general at once. We should try to use some physical teaching AIDS to make students see clearly and clearly, and gradually transition to the intuition of graphics, language and literature, and finally to abstract thinking.
For example, learning the concept of reciprocal can be done in the following order:
(1), list the following groups of numbers.
3 —3
2/3 — 2/3
0.8 —0.8
10 1 — 10 1
② Observe the characteristics of these groups of numbers: only the symbols are different.
(3) Guide students to sum up the concept of reciprocal.
(2) Before and after comparison
In the process of learning algebra in senior one, proper use of contrast can make students understand and master new knowledge quickly.
For example, when studying linear inequality and linear inequality group, because the arrangement of knowledge system of inequality in junior one is basically the same as that of equation, in teaching, we can compare inequality with equation, that is, explain their similarities, point out their differences and reveal their particularity, which will help students master the relevant knowledge of inequality as soon as possible and avoid confusion with the relevant knowledge of equation.
(3) Open up new ideas
Junior one students have simple thinking and are not good at comprehensive and in-depth thinking. They often pay attention to one side of the problem and ignore the other side, only seeing the phenomenon but not the essence. The immaturity of this kind of thinking has brought difficulties to junior high school teaching. The subjects in junior high school have multiplied and the knowledge content has deepened obviously. Therefore, students should be given more opportunities to express their opinions in teaching, carefully ponder their thinking methods, analyze the reasons for their mistakes, and inspire them to encounter them.
For example, students often think that 2a>a
The reason is simple: two A's are obviously larger than 1 A, which ignores the connotation of A and leads to errors.
Third, the relationship between study habits and study methods.
1, continue to maintain good study methods and habits.
Just from primary school to senior one, many good learning methods and habits in primary school should be maintained:
For example:
Sit up straight in class
Answer questions enthusiastically (enthusiastically)
loud voice
Take the initiative to raise your hand and speak
2. Guide students to study scientifically and cultivate good behavior habits.
For example, gradually cultivate students' self-study ability and guide students to learn to preview, review and summarize.
(D) How should first-year English teachers make a good connection with English teaching in primary schools?
1, textbook cohesion
Although our primary school has offered English classes since the third grade, our junior high school uses textbooks with zero starting point, and we still teach according to the requirements of zero starting point.
2. Cohesion of teaching methods (pay attention to the natural transition of teaching methods)
English classes in primary schools are lively and lively, mainly based on games and performances, so that students can learn English in a pleasant atmosphere, that is to say, situational teaching method is adopted in primary school English.
First-year English classes should also attach importance to creating teaching situations, mobilizing students' learning enthusiasm, and stimulating and cultivating students' interest in learning English. Especially the teachers who come back from the graduating class, we should pay more attention to this. In the teaching stage of the transition from primary school to junior high school, the teaching methods should be intuitive, vivid and interesting. Teachers should make more use of intuitive teaching AIDS such as stick figures, pictures and objects, arrange some games and situational dialogues appropriately, and arrange more group competitions according to the competitive characteristics of junior one students to realize natural transition.