Research And Practice Of Management Strategy Of Wrong Questions In High School Mathematics Under The Concept Of "Six-questions"

Learning to learn is one of the six core qualities published in China,among which the performance indicators are good at learning,diligent in reflection and information awareness.The management of wrong questions is an important part that cannot be neglected in teaching.It is an important way to teach students to learn and further develop their core qualities,which has attracted the attention of many scholars.The management of wrong questions can help teachers and students to make good use of the resources of wrong questions,so that students can check and make up for their own knowledge.At the same time,they can develop good learning habits in the process of review and reflection.At present,due to the lack of teachers' guidance,quite a number of students lack effective management strategies for wrong questions,or ignore the wrong questions,or mechanically copy the correct solution process,reflection is not deep enough,or revised,the next time in the encounter will still be wrong and so on.Therefore,based on professor Ying Zhou's concept of "Six-questions",this paper proposes strategies to improve the management of students' wrong questions from the perspective of students' thinking,so that students can learn from their mistakes and summarize from their mistakes to make mistakes more valuable.Based on the concept of "Six-questions",combined with teaching practice,this paper explores the management strategy of wrong questions in high school mathematics under the concept of "Six-questions"."Where do I start?" Get to the heart of the question,"what is it?" Grasp the topic type,"what's the link" review of knowledge,the thinking of "how to" find the problem solving,expand what "into" thinking,"what is the harvest" self reflection,namely as the reflection in the process of "where to start and what to have to do,what to do-what-what are the harvest" six asked each node naturally grow a series of problems,inspire the student to think about and solve the problem,will complete and systematic knowledge.Adhere to the principle of integrity,relevance,students as the main principle,the principle of problem-oriented,students on the wrong questions thinking process,constantly correct wrong questions,the knowledge of the mastery,help students in the reflection of wrong questions in growth,in the management of wrong questions in the formation of good habits.Firstly,the concept of error management is defined by consulting and analyzing relevant literature.Based on the concept of "Six-questions" put forward by professor Ying Zhou,combining with teaching practice,using system theory and metacognitive theory for reference,this paper explores the management strategy of wrong questions in high school mathematics under the concept of "Six-questions" and extracts the relevant application principles.Secondly,based on the "Six-questions" concept of high school math error management strategy application case analysis.From the students' wrong questions,select the typical wrong questions,and then use the "Six-questions" concept of high school math wrong questions management strategy to manage them.Finally,based on the "Six-questions" concept of high school mathematics management strategy practice research.By collecting and analyzing experimental data and conducting case interviews with students of different levels in the experimental class,the conclusion is drawn that the management strategy of mathematical errors in senior high school under the concept of "Six-questions" can promote the improvement of students' mathematical performance.The management strategy of mathematical errors in high school under the concept of "Six-questions" has a positive effect on improving students' reflective ability;The management strategy of high school math error problems under the concept of "Six-questions" can improve their self-evaluation ability.The management strategy of high school wrong questions in mathematics under the concept of "Six-questions" has played a positive role in guiding students to change from "can't manage" to "learn to manage".Students are more willing to sort out wrong questions.The highlight of this study is mainly based on the "Six-questions" concept of high school math error problem management strategy,for high school math error problem management to provide some thinking and reference.