The Strategy And Application Research Of Self-management Of High School Students' Function

It is difficult to avoid making mistakes in the problem solving process for senior high school students, and errors are kinds of valuable learning resources. However, the students have a lot of problems in the error management, and the phenomenon of repeating mistakes puzzles many students.This phenomenon is very common for the senior grade one students.Especially,the part of the function of mathematics in senior grade one.Because of high abstraction and complexity of function,the students have difficult in learning function and the error rate of solving the problem of function is high.The phenomenon of repeating mistakes is particularly prominent.Therefore, it is necessary to learn more about the problems existing in the senior grade one students' self error management of function, to find out the reasons of inefficient error self-management of function and put forward reasonable suggestions for senior grade one students on the error self-management of function.Through the literature analysis, the author analyzes the error management related literature at home and abroad on the basis of extensive reading and make the formation of a literature review,and define error self-management and error self-management of function on this basis.At the same time, trial and error learning theory, meta cognitive monitoring theory and constructivist learning theory are supported to provide theoretical support for the research of this paper.Then,students who come from High School Attached to Shandong Normal University, Weifang middle school, Minghu middle school in Taian are asked to do the questionnaire survey and accept the interview in order to investigate the error self-management of function.According to the data,the author finds the problems existing in the students' error self-management of function and analyzes the reasons. Come to the following conclusions:(1)The lack of positive initiative in the error self-management of function for students;(2)The students don't have the habit of reviewing the mistakes of function timely and regularly;(3)The lack of accurate and effective for the errors of function,and the analysis of errors is very superficial;(4)The lack of reflective consciousness,and the lack of reflections and summaries after corrected errors;(5)The lack of in-depth management strategy, and the process of error self-management of function is not perfect.Therefore, according to the basic view of the meta cognitive theory and constructivist learning theory and combined with the reason analysis, the author put forward the following strategies:(1)To establish the independent correction consciousness, and manage the errors of function actively;(2)To make timely arrangement and get into a habit of reviewing mistakes of function regularly;(3)Pay attention to evaluation and collecting the errors of function, and focus on the "three basic and two code";(4)Focus on the analysis of causes of the errors, and grasp the core of correction;(5)To enhance reflective consciousness after the errors of function have been corrected, and to enhance reflective ability;(6)To optimize the process of correction of function;(7)Pay attention to sharing and application the errors of function, and to improve and perfect the process of the error self-management of function.Finally, the author applies the related countermeasures to the teaching practice. Using the internship opportunities in High School Attached to Shandong Normal University, the author teaches the methods of error self-management of function to students.After the completion of the function part, the author does questionnaire surveys for students and interviews teachers, from the two aspects: Students' learning and teachers' teaching to understand the feasibility and practicability of these strategy.