Research On Classification And Management Of Wrong Questions Of Senior Three Students Based On SOLO Classification Theory ——Take Plane Analytic Geometry For Example

Facing the nation B volumes of new standards and new requirements,how to improve the level of students' math learning is worth thinking about.In the process of review,we often find repeated wrong questions.So how to efficiently use the wrong questions to avoid students falling into the "tactics of the sea of questions" mistakes,and achieve the greatest review effect.The management of wrong questions deserves the attention of teachers.Therefore,this research takes the content of analytic geometry as the carrier and the SOLO classification theory as the theoretical support to investigate the management of students' existing mistakes,study the types of mistakes made by students,analyze the cognitive level of students,and then propose to guide students to carry out scientific management,standardizing the management form of wrong questions,enhancing the effectiveness of teaching in senior three and improving students' mathematical learning level.Through interviews and questionnaires,it is found that(1)teachers only verbally emphasize the management of wrong questions,but don't actually go deep into the behavioral habits of students in finshing tasks,and fail to help students establish a complete process of the management of wrong questions.(2)Immature ideas,unclear strategies,insufficient intrinsic and extrinsic motivation and other problems appear in the process of wrong question management.Combined with SOLO classification theory,the reasons for students' errors are found:(1)In the face of complex multi-point structure and hierarchy problems,there are still fundamental problems.(2)In the hierarchy of correlation structure,the students' ability of knowledge correlation is poor and leads to errors.(3)At the level of abstraction extension,the problem's high demands and lack of training lead to errors.(4)Inadvertent errors and psychological errors.Based on the above conclusions,some suggestions are put forward for teachers and students:(1)According to the strategies in the implementation stage of students' error problem management,teachers put forward the strategies of error teaching,hierarchical management,urging review and collection,to help improve students' ability of error problem management and their own teaching level.(2)Students should adhere to the principle of timeliness and continuity,and form the habit of wrong question management;students also need to pay attention to the reflective and systematic principle,improve the management of wrong questions,summarize typical and practical errors to help improve academic level.(3)Teachers guide students to establish a standardized error management template,and students practice to form a personal error management set,and use errors efficiently to achieve the maximum learning effect.