函数是中学数学的重要组成部分，贯穿整个中学数学，是高中数学的核心和主线之一，其中蕴含的思想方法对于中学数学学习有重要意义，与此同时函数也是学生难以理解和掌握的内容。从初中到高中，由于学习环境、内容难度、学习心理、教法学法等都发生较大变化，学生在数学学习中出现普遍的不适应现象，在函数学习中这一问题尤为突出，导致学生在高中三年的学习中提到函数就头疼，很多学生因此逐渐丧失学习数学的信心，这个问题每一届高一学生都会遇到，而如何解决问题也让很多教师倍感困惑。因此，作为一线教师探寻存在的问题，给出衔接策略，并将其付诸教学实践，帮助学生顺利过渡有重要的意义。 本文主要采用文献研究法、问卷调查法、访谈法、案例实践研究法等。结合相关心理学理论，在阅读数学教育心理学、数学学习心理学等方面的专著、查阅文献、进行问卷调查和访谈了解具体情况的基础上，从课程标准、教材内容，学生的学习方法和习惯三个方面分析了初高中函数内容衔接上存在的问题。 根据存在的问题，结合自己的教学经历，给出了衔接策略，主要是教师自身和教师指导学生两方面：教师自身方面，要深入了解初高中课标和教材的内容；把握学生的现有数学认知结构，掌握学生实际数学水平；合理把握教学进度，教学要循序渐进；启发式教学，螺旋式安排教学内容；教师指导学生方面，要激发学生学习动机，培养学生学习兴趣；引导学生重视数学概念的学习，重视数学概念的概括过程；帮助和引导学生思想和心理上的转型；引导鼓励学生独立思考，积极开展合作交流。 在上面研究的基础上，将衔接策略付诸实践，设计了《函数的概念》《函数的单调性》《对数的概念》《任意角的三角函数的定义》四个衔接教学设计，并在自己执教的班级进行了教学，通过问卷测试、课堂随机提问和谈话等发现，学生对于数学概念的理解有了一定进步，独立思考、及时复习巩固等学习习惯也得到了一定的培养。本文的研究结果能为一线教师进行初高中函数衔接教学提供一些参考。

Function is an important part of middle school mathematics and one of the cores and main lines of high school mathematics, the thinking method of which is of great significance to middle school mathematics learning. At the same time, it is difficult for students to understand and master. From middle school to high school, due to the great changes in the learning environment, content difficulty, learning psychology, and teaching method, students generally feel hard to adapt to the mathematics learning, especially the function learning. Some students would feel sick every time they encounter function in the three years of high school study and many students gradually lose confidence in mathematics learning. This is a common problem that new high school students will encounter, while how to solve the problem has puzzled many teachers. Therefore, as a front-line teacher, it’s of great significance to explore the existing problems, give a cohesive strategy and put it into teaching practice to help students make a smooth adaption. This paper mainly uses the methods such as literature research, questionnaire survey, interview and case practice research. Combined with relevant psychological theories and based on the treatises on mathematics education psychology, mathematics learning psychology, literatures, and the specific cases obtained through questionnaire survey and interviews, this paper analyzes the problems in the connection of the function content between the middle and high school on curriculum standards, textbook content, and students' learning methods and habits. ? ? According to the existing problems, I made the convergence strategy with reference to my own teaching experience, mainly on teachers and the teacher's guidance to the students. For teachers, they should have a deep understanding of the contents of the junior high school curriculum and textbooks, and grasp the cognitive structure of students' mathematics learning, master the actual level of students’ mathematics learning, and reasonably arrange the teaching progress. Their teaching should be gradual and heuristic and content teaching should be arranged in a spiral way. On teachers’ guidance, teachers should stimulate students’ learning motivation, cultivate students' learning interest, guide students to pay attention to mathematics concept learning, generalization process of mathematical concepts, help and guide students' mental and psychological transformation, and encourage students to think independently and actively communicate with their peers. ? ?