初中生数学错题管理的调查研究

发布时间：2018-04-26 08:53

本文选题：初中生数学错题管理 + 现状分析　；参考：《扬州大学》2016年硕士论文

【摘要】：在初中学习时期,许多老师在学生数学学习过程中仍然采用题海战术,而在习题训练中错题会经常产生。学生如果能有效管理错题,可以在处理错题的过程中获得经验和知识,通过反馈信息改进自身知识掌握的不足以此提高自己的数学成绩。作为知识管理的一个层面,错题管理受到数学教育研究者和一线教师的高度重视。本文在已有研究的基础上进一步对错题管理进行了研究。本文首先从初中生数学错题管理的现实情况出发,采取文献研究法,对错题及错题管理的相关文献进行了梳理。其次,通过问卷调查、个人访谈和文本分析等方法调查了解学生错题管理的现状及教师预期的学生错题管理情况,调查结果说明初中生基本能够正确认识到错题管理的重要性与意义,而且在错题管理上所持有的态度均良好,不过在错题管理的策略行为上还存在着诸多不足之处,同时教师也未能准确预期学生的价值态度及策略行为,学生价值态度低于教师预期,而学生策略行为超出了教师预期。进一步,分析错题管理与数学成绩之间的相关性,不同性别、不同学校及不同学习程度的学生其错题管理水平的差异性。结果发现：学生的错题管理水平与其数学成绩相关,同时教师的态度与指导也很大程度的影响着学生错题管理水平。初中生在错题管理方面具有较大的学校差异与学习程度差异。不同学校的学生价值态度存在显著差异,但是不同学校的学生策略行为不具明显差异；男生价值态度普遍比女生差,不过男生策略行为要优于女生；学优生的错题管理水平显著比学困生高。学生错题管理的水平会受到教师指导的影响,教师对于学生错题管理现状的预期和学生生成的现实状况不同会影响教师与学生在教学过程中错题管理方面的学与教。最后,针对学生错题管理方面的问题分别从学生和教师两个层面提出了相应的建议。
[Abstract]:In the junior middle school period, many teachers still use the strategy of "question sea" in the process of students' mathematics study, and the wrong questions often appear in the exercise training. If the students can manage the wrong questions effectively, they can get experience and knowledge in the process of dealing with the wrong questions, and improve their own mathematics achievement by feedback information to improve their own lack of knowledge. As a level of knowledge management, misplaced problem management is highly valued by mathematics education researchers and teachers. On the basis of existing research, this paper further studies the management of misplaced problems. This paper starts from the reality of middle school students' mathematical misquestion management, adopts the literature research method, and combs the related literature of misquestion and misquestion management. Secondly, through the methods of questionnaire, personal interview and text analysis, we investigate the current situation of students' misquestion management and the students' misquestion management expected by teachers. The investigation results show that junior high school students can recognize the importance and significance of misquestion management correctly, and hold good attitude in misquestion management, but there are still many deficiencies in the strategic behavior of misquestion management. At the same time, teachers fail to accurately anticipate students' value attitude and strategic behavior, students' value attitude is lower than teachers' expectation, and students' strategic behavior exceeds teachers' expectation. Furthermore, the relationship between misquestion management and mathematics achievement, the difference of students' misquestion management level between different genders, different schools and different learning levels were analyzed. The results show that the students' misquestion management level is related to their mathematics achievement, and the teachers' attitude and guidance also influence the students' misquestion management level to a great extent. Junior high school students have greater school differences and learning degree differences in the management of wrong questions. There are significant differences in students' value attitude in different schools, but there is no significant difference in students' strategic behavior in different schools, boys' value attitudes are generally worse than girls', but boys' strategic behaviors are better than girls'. The management level of students with excellent learning problems is significantly higher than that of students with learning difficulties. The level of students' misquestion management will be influenced by teachers' guidance. Teachers' expectation of the current situation of students' misquestion management and the actual situation of students' generation will affect the learning and teaching of misplaced questions management between teachers and students in the process of teaching. Finally, the author puts forward the corresponding suggestions from the two aspects of students and teachers.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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