自古以来,数学教学所天生的连续性不可间断,统一性不可违逆。想要衔接好中小学数学教学,教材和教学两个层面的衔接理应作为优先的选项来面对。换句话说,按照中学数学教学的标准和要求来构思设计小学阶段的数学教学。在小学阶段已经学习了的知识,诸如带分数、假分数等基本知识,且小学阶段的数学教学更注重计算结果要转化为带分数。数学老师在教学中特别下了番功夫,学生通过长时间的学习和训练,也形成了某种程度上的 Since ancient times, mathematics teaching inherent continuity can not be interrupted, unity can not be violated. Want to connect primary and secondary mathematics teaching, textbook and teaching two levels of convergence should be faced as a priority option. In other words, the design of mathematics at the primary school level is conceived in accordance with the standards and requirements of secondary school mathematics teaching. The knowledge that has been learned in elementary school, such as basic knowledge with scores, fake scores, etc., and mathematics teaching in elementary school places more emphasis on the calculation results to be converted into banding scores. Mathematics teachers in particular under the teaching of a lot of time, students through a long period of learning and training, but also to some extent