关于中小学数学教学衔接问题,是我省中学数学教学研究会的教研序列的专题之一,是中学起始阶段首当其冲的研究课题。数学知识有其系统性,但数学教学有其阶段性,初一数学教学内容与思想方法,正处于阶段性的飞跃。人的成长有其连续性,但生理、心理发展也有其阶段性,初一学生正处在儿童期向青年期过渡的时期,也正处于阶段性的飞跃。于是,在十二、三岁的初一学生面前,展现了一系列的矛盾、数学知识的抽象性与学生思维能力的矛盾:数学知识的严密性与学生理解能力的矛盾、数学知识的广泛性与学生生活阅历的矛盾、中学生应具有的学习主动性、独立性与学生学习习惯、学习方法停留性的矛盾,等等。初中教学与小学 The question of the convergence of mathematics teaching in primary and secondary schools is one of the topics of the series of teaching and research in the secondary school mathematics teaching research meeting in our province, and it is the research topic that bears the brunt of the initial stage of secondary school. The mathematics knowledge has its systematic nature, but the mathematics teaching has its stage, the mathematics teaching content and the thought method of the first one are in the stage leap. Human growth has its continuity, but physical and psychological development also has its phases. The first grade students are in a period of transition from childhood to adolescence, and they are also in a phased leap. As a result, in the face of the 12-year-old and the first-year students, they demonstrated a series of contradictions, the abstraction of mathematical knowledge and the contradiction of students’ thinking ability: the contradiction between the rigor of mathematics knowledge and students’ understanding ability, and the extensiveness of mathematical knowledge. Contradictions with students’ life experience, students’ learning initiative, independence and student’s study habits, and the conflicting learning methods, etc. Junior high school teaching and elementary school