Investigation And Practice Research On The Management Of Wrong Problems In Junior Middle School Students' Mathematics Learning

This paper mainly focuses on three issues: first,to understand the current situation of junior high school students' mathematical problem management;second,to raise the training strategy of improving junior high school students' management ability of mathematical misquestions;third,to study the practical research on the training strategies of misplaced questions management.In this paper,we first use literature research method,read a large number of articles on misquestion management,from which to understand the research situation of scholars,and summarize the definition of misquestion management.Secondly,from the perspective of students and teachers,we understand the current situation of studentsundefined misquestions management through questionnaire and personal interviews,and further analyze the different gender.The differences of the management level of misquestions among students of different grades and different learning levels were analyzed.The results showed that junior high school students had a positive attitude towards misquestion management.However,there are still many deficiencies in the strategy behavior,teachers' guidance and guidance methods are also lacking,among them,girls' mis-question management concept attitude is generally better than boys,but their strategic behavior is slightly inferior to that of boys;The misquestion management level of the second grade students is slightly higher than that of the first grade students;the misquestion management level of the students with good grades is obviously higher than that of the students with poor performance.The author puts forward the corresponding training strategies for students and teachers in the management of wrong questions.Finally,the author adopts the experimental method to carry on the practice research in two classes with little difference in overall level.One class adopts the training strategy of misquestion management,the other class still applies the original misquestion management mode.After the experiment,we find that the students in the experimental class have made great progress in the management of the wrong questions,and the average score of mathematics has been significantly improved compared with the control class,that is,the students in the experimental class have made great progress in the management of the wrong questions,that is,the average score of the experimental class has been significantly improved compared with the control class.