初高中数学衔接教学不论是对于工作在一线的数学教师和学生都是必须要面对的一个问题。做好初高中数学衔接教学是为了帮助高一入学新生实现一个平稳的过渡，这对于学生三年的高中数学甚至其他科目的学习都影响重大。

笔者在所在的学校工作六年，有过完整的初中三年和高中三年的教学经历，对初中学生和高中学生的学习心理、思维方式、学习习惯等多方面的差异进行观察。以教学经历为基础，在本文中主要研究的问题：一. 通过调查问卷和访谈，即对高一新生进行问卷调查、对学校多位一线数学教师进行访谈，了解教师们对于“衔接教学”的看法和解决措施，高一新生在学习数学方面存在的困惑、障碍以及对教师的教学需求。二. 使用本校《衔接教材》部分内容进行衔接教学，并在此过程中对学生的学习心理、习惯进行引导和关注，把调查问卷与访谈中得到的结论应用到课堂中。三.通过阶段性的教学把实验班级与对照班级的教学成果进行对比，得到数据，并对实验班级进行关于“衔接教学”体验的问卷调查，分析结果得到初步的结论。

 通过研究发现：一. 不同的老师对于“衔接问题”的处理方法不同，少有将“衔接教学”单独作为授课内容呈现给学生，此外普遍存在忽略学生在初高中数学学习过渡阶段的心理变化；学生在学习过程中出现不适应并表达了学习中存在的各种问题。二.通过“衔接教材”课程的讲授，相比与对照班级实验班级成绩显著，调查问卷表明学生认为“衔接课程”很好帮助学生实现了高一学习的过渡。三.关于本校“衔接教学”的初步结论：高一年级教师对学生进行初高中数学衔接教学是很有必要的，对学生同时有耐心地进行知识层面的过渡和心理层面双向的指导是解决学生适应高中数学学习的高效措施。

在此基础之上，希望通过后续的教学实践与研究继续进行探索，为高一数学教师的衔接教学提供参考。

Primary and high school mathematics bridging teaching is a problem that must be faced by mathematics teachers and students working in the front line.The primary and high school mathematics teaching is to help freshmen to achieve a smooth transition,This has a significant impact on students' three-year study of high school math and even other subjects.

I work in a school for six years, there have been a complete junior high and high school three years of teaching experience, three years of junior high school students and high school students' learning psychological thinking habits and other aspects the differences on the basis of teaching experience,The main research questions in this paper are as follows: 1. Through the questionnaire and interview, namely the questionnaire survey of freshmen in senior high school, the interview of many front-line mathematics teachers in the school, the understanding of teachers' views and solutions to the cohesive teaching, the confusion and obstacles of freshmen in learning mathematics and the teaching needs of teachers.2. Use the cohesion in the teaching of part teaching contents of teaching material, and in the process to guide students' learning psychology and attention, the questionnaire and interview three. The conclusion is applied to the classroom through the stages of the teaching of the experimental class and control class, comparing the teaching achievement get data, and the experimental class are about join the questionnaire investigation of teaching experience, the results of the analysis preliminary conclusions. 

The findings are as follows: 1. Different teachers have different approaches to the problem of cohesion, few teachers present the cohesion teaching as the teaching content alone to students, in addition, the psychological changes of students in the transition stage of mathematics learning in junior and senior high schools are generally ignored. In the process of learning, the students did not adapt and expressed various problems in learning.2. Through the teaching of cohesive teaching materials and courses, compared with the control class, the results of the experiment class are remarkable, and the questionnaire shows that students think cohesive courses are very good to help students achieve the learning transition in the first grade.3.Preliminary conclusion of the school's cohesive teaching: it is necessary for teachers of senior grade one to conduct cohesive teaching of junior and senior high school mathematics to students, and it is an efficient measure for students to adapt to the learning of senior high school mathematics to patiently conduct the transition of knowledge and two-way guidance of psychological level to students.

On this basis, the author hopes to continue to explore the following teaching practice and research, so as to provide references for the cohesive teaching of mathematics teachers in senior high school.