Research On Management And Optimization Strategy Of Mathematical Errors In Senior Three Students

Characterized by strong abstractness,high school mathematics contains a wide range of knowledge,numerous formulas and complex operations.Students will always make all kinds of errors when doing math exercises,but errors can become the most valuable learning resources for students.For senior in high school,the scientific management of math errors and the adoption of effective strategies can significantly improve their learning efficiency and academic performance in math,thus meeting their urgent need for the rapid progress in mathematics performance under the pressure of the college entrance examination.In the context of the implementation of the new college entrance examination scheme,the main way for senior three students to participate in mathematics learning activities is still exercise training,which is also an important carrier of six core qualities: mathematical abstraction,logical reasoning,mathematical modeling,mathematical operation,intuitive imagination and data analysis.In reality,high school mathematics teachers can carry out teaching activities and then judge students' academic performance in mathematics through exercise training.However,limited by knowledge,thinking,reasoning,arithmetic,and other deficiencies,it is common that senior three students are easy to make errors in math exercises.Then,if senior three students can correctly understand the importance of mathematics errors and utilize a scientific method to train,sort out and analyze errors,those can be transformed into valuable mathematical knowledge resources.Besides,it can also get rid of the mathematical academic burden brought by excessive assignments tactic,thus entering an efficient learning state with less academic burden and higher learning self-efficacy.Based on this,this paper takes the management and optimization strategy of mathematical errors of senior three students as the research object,and focuses on the following five core issues:(1)What is the current level of senior students' management and the utilization of mathematics errors in terms of three dimensions: attitudes and values,dispositions,an d utilization strategies of mathematics errors?(2)Are the differences in the level of management and the utilization of mathematics errors among senior students related to the variables of gender and academic level ?(3)Is the management and utilization level of mathematics errors of senior three students related to mathematics academic performance?(4)How to propose strategies for optimizing the management and the utilization of mathematics errors among senior students based on the results of questionnaires and in terviews in three dimensions,namely,attitudes and values,dispositions and utilization?(5)Can the practice of optimizing strategies for the management and the utilization of mathematics errors improve the senior students' academic performance in mathematics?The main research work and its results are as follows:(1)The overall level and utilization management of math mistakes for senior three students is generally general,and there is still room for improvement.Collect the survey data from three dimensions of "attitude towards wrong question management","sorting method of wrong questions" and " utilization strategy" of wrong questions,and sort out the interview research records on the management and utilization of students in senior three students.The study found that(1)senior three students generally have a good attitude towards wrong math problem management.Most senior three students can realize the positive value of wrong math problem management,and some senior three students have failed to form wrong math management habits,ignoring the relationship between wrong math problem management and the improvement of math academic level.(2)three students take math wrong management method including "all" wrong "," make wrong questions " two ways,60 percent of the three students will use suitable for their own math wrong management method,but in math wrong problem sorting frequency and time rules,one of the few three students really in math wrong management for deep thinking.(3)senior three students are divided into three categories by using math wrong questions in three years.Most senior three students take math wrong questions as the main data of knowledge consolidation and review,the remaining few senior three students conduct targeted review,consolidation and variant training around math wrong questions,and some senior three students summarize the experience of wrong questions and conduct horizontal communication.(2)The problems in the management and utilization of math problems include: first,they lack of initiative and slack psychology;second,they lack of classification consciousness,and the effect is not great.Third,it is difficult to organize the wrong problem,it is difficult to draw inferences from one example.Fourth,the students have not formed the habit of sorting out the wrong problems in time.Fifth,the wrong cause of the wrong question analysis is insufficient,the understanding is not deep.Sixth,the wrong question this access frequency is not high,the wrong question sorting is not meaningful.After a summary of the data and statistics of the survey using SPSS software,the data analysis showed that there were no significant differences in the management and utilization of math wrong questions(P> 0.05).The higher the math academic level of senior three students,the level of the disposal method and utilization strategy of their wrong problem management is also relatively high(P <0.05).The results of the correlation analysis also confirmed the correlation between the wrong question management and the application level and the mathematics academic level(P <0.05).(3)Senior students math wrong question management and optimization strategy is: clear importance,cultivate students 'attitude towards wrong questions management,reasonable collection of math wrong questions,improve wrong problem review efficiency,change habits to correct ability;teachers strengthen supervision,gradually enhance the autonomy of wrong questions,improve the value awareness of students' wrong question management,establish wrong problem retest mechanism;timely review and utilization of wrong questions,to promote value maximization.In practice research,by choosing the experimental class and control class group of experiment comparison,in strict accordance with the topic of the wrong management strategy,urge the experimental class students to design their own math wrong management strategy,and the correct wrong management,control class students in accordance with the previous practice.The experimental research results show that the math error management and utilization level of ordinary students and poor students in the experimental class were significantly improved before and after the experimental intervention(P<0.05).After comparing the test results of the two classes after the experimental intervention,the math academic level of the experimental class students changed significantly,while the control class students did not change significantly,which proved that the improvement strategy proposed in this paper had achieved effective results in practice.