| Middle school students in the math results will appear polarized,some students in some knowledge points repeatedly wrong,thus gradually lost interest in math.Although the related research at present already had a lot of,but according to different students in mathematics in wrong topic management still lack for mathematics related policy,in view of this,this article through to the junior middle school students in math wrong topic management shown to observe and analyze the current situation of the problems in the math wrong topic management,And put forward appropriate strategies for different types of students.In order to explore the current situation of junior high school students' management level of wrong math questions,the author mainly focuses on the following three research contents:(1)Evaluated from the five dimensions of management attitude,management behavior,management strategy,management concept and management motivation of incorrect questions,the overall management level of incorrect questions of Grade 7,Grade 8 and Grade 9 students was analyzed.(2)Study the differences among students of different genders,grades and academic levels in these five dimensions.(3)Analyze the correlation between the current level of management of wrong math problems and grades and the five dimensions.The author refers to the questionnaire on management behavior of wrong questions of senior high school students compiled by teacher Liu Rude,and combines the survey objectives of this paper to compile a questionnaire.A questionnaire survey was conducted among students from Grade 7 to Grade 9 in a public school in Ganzhou City,Jiangxi Province.According to the data from the questionnaire survey,the author interviewed teachers and students,and made a statistical analysis,and reached the following conclusions:(1)Most junior high school students are able to realize the value and significance of the management of wrong math questions for learning math,but the depth of the management behavior of dealing with wrong math questions is still not enough.(2)There is no significant difference in the treatment of wrong questions by students of different genders.As a whole,boys are better than girls in the management of wrong questions.In terms of attitude,boys are better than girls in the management of wrong questions,behavior dimension,strategy dimension and motivation dimension,while boys' management of wrong questions is lower than that of girls in the concept dimension.(3)In the five dimensions of students in different grades,the management status of incorrect questions in Grade 8 and Grade 9 is higher than that in Grade 7,and there are significant differences.The management status of incorrect questions in Grade 9 is higher than that in Grade8,but there is no significant difference.(4)Outstanding students have the highest management level of wrong questions.Among the five dimensions,excellent students rank the first in concept dimension,followed by middle school students,while poor students have the lowest overall management level of wrong questions and the level of the five dimensions.(5)There is a medium correlation between the four dimensions of management attitude,concept,behavior and strategy of wrong questions and math scores;There is a weak correlation between the dimension of management motivation and math achievement.(6)There is a strong correlation between the five dimensions of the management of mathematical errors,that is to say,with the improvement of any dimension,the other four dimensions have a positive effect on improvement.According to the conclusion of the study,this paper proposes different management strategies for wrong math subjects for different types of students,so as to further improve students' learning strategies,further enhance students' problem-solving ability,and effectively improve teachers' classroom teaching efficiency. |
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