| Among all subjects in high school,mathematics plays a pivotal role.It not only firmly occupies one fifth of the total score of the college entrance examination,but also lays a solid thinking foundation for learning other sciences and plays a decisive role in the development of science and even human society.Based on the nature of mathematics,in daily learning,students need to carry out a large number of exercises to consolidate the knowledge they have learned.Inevitably,there will be wrong questions,which reflect the knowledge errors or defects in the learning process of students and are obstacles that students must pay attention to and overcome.Most teachers will also ask students to record wrong questions in mathematics.Even most students have a special set of wrong questions,but the teacher is not strict requirements,the application degree of students’ wrong questions is not high,after a period of time,students in the encounter of the original question or the same type of questions still make mistakes,wrong question management process has little effect,the performance has not improved or even worse,students gradually lose confidence in learning mathematics.It can be seen that it is necessary to find effective error management methods,so as to help students improve their math learning results and increase their interest in math learning.Based on this,this study starts from the actual problem management,on the basis of the previous management method experience,puts forward its own steps of mathematical problem management,and conducts experiments,and obtains experimental results for peer reference.To this end,the author first sorted out the current status of research at home and abroad through the analysis of literature analysis,focusing on the wrong and wrong questions,and reviewed the research theory related to this topic.During the internship period,a questionnaire survey method conducted investigations related to the first grade management of the internship school.As a supplement to the questionnaire survey method,the interview method was used to conduct the views and implementation of some teachers and students on the management of the wrong questions.Interview research,after analysis,get the following conclusions:(1)Students want to test whether they have the wrong questions,but find it difficult to find and distinguish the same type of questions;(2)Teachers lack guidance for students’ wrong questions.Students are only simply mechanically recorded and have not played the purpose of wrong questions.Most of the students’ wrong questions are also forced by the requirements of the teacher.Occasionally records,the formalism is serious,and the teachers have not checked regularly.The effect is poor;(3)Most teachers believe that they should also collect and organize the faulty of teachers according to the students’ wrong questions,but due to various reasons,the implementation is not ideal;(4)Teachers and students lack the use of or wrong questions.Teachers do not regularly conduct wrong teaching courses for students’ wrong questions and test the wrong questions.Based on the survey results,the author puts forward corresponding suggestions on the above problems from the level of teachers and students respectively,including the establishment of error-prone questions by self-made simple software,error management(construction and application of error sets between teachers and students)and other aspects.In addition,an experimental study on error management has been carried out in the practice school,and some results have been achieved.For the majority of front-line teachers reference and reference. |
