初三学生数学错题管理现状的调查分析

发布时间：2018-06-24 16:41

本文选题：错题管理 + 初三学生　；参考：《西华师范大学》2017年硕士论文

【摘要】：初三学生处于义务教育最后也是最关键的阶段,教师、家长、学生本人对学习态度的端正、学习方法的选择、学习时间的安排都引起了足够的重视。数学学科注重学生逻辑思维的培养,为后续理科学习打下基础,加上数学学科在中、高考中分值比重高,理所应当成为学生学习的重点关注学科。而想要提高数学成绩,多数教师与学生都认可“多练”,有练习就会有错题,有错题就应当有更改与反思,可见学生对待错题的态度和处理方法是问题的核心所在。想要推行素质教育,避免“题海战术”,练题就在于“精”而不在“多”,教师与家长多沟通合作,教导学生自主学习,引导学生正确认识错题,充分利用错题资源,帮助学生分析错误原因并对错题归类整理,养成良好的管理和利用的学习习惯,提高学生的学习效率,真正实现为学生“减负”。笔者在前人的研究结论之上,结合本研究需要,采用文献法、问卷调查法、优秀个案分析等研究方法,综合教育学、教育心理学等相关理论,编制《初三学生数学错题管理调查问卷》,对南充市顺庆区某初中初三年级4个班225名学生进行问卷调查,对三个优秀错题管理案例进行文本分析,调查了解初三学生数学错题管理整体水平现状,利用SPSS17.0统计工具对学生所在班级类别、学习水平、家长参与在错题管理的五个维度上进行差异检验及其成因分析,就初三学生错题管理培养与自我培养策略对教师、学生以及家长提出建议。研究结论如下:1、初三学生数学错题管理现状良好,观念、态度、行为、动机以及总分都满足传统意义上60%的及格标准,但策略得分最低,表明学生还缺乏方法上的指导与学习。2、不同班级类别学生在错题管理态度、动机维度不存在显著差异,在观念、行为、策略及总体水平上存在显著差异,且重点班优于普通班。3、不同学习水平的学生数学错题管理水平均在观念维度得分最高,除在态度上不存在显著差异外,总分和其余维度均存在显著差异,且学优生均优于普通生,普通生均优于学困生。4、不同家长参与程度的学生错题管理水平均在观念上得分最高,策略上得分最低。除在态度上不存在显著差异外,总分和其余维度均存在显著差异。5、初三学生数学错题管理水平与班级类别、学习水平、家长参与程度之间均存在显著正相关。
[Abstract]:The third grade students are in the final and most critical stage of compulsory education. Teachers, parents and students themselves have paid enough attention to the correct attitude towards learning, the choice of learning methods and the arrangement of study time. Mathematics pays attention to the cultivation of students' logical thinking, which lays the foundation for the subsequent study of science, plus the mathematics subject in the middle school, the high proportion of the score in the college entrance examination, so it should become the focus of students to pay attention to the subject. In order to improve mathematics achievement, most teachers and students agree that "more practice", if there is practice, there will be wrong problems, and there should be changes and introspection when there are mistakes. It can be seen that the students' attitude to the wrong questions and the ways to deal with them are the core of the problem. In order to carry out quality education and avoid "inscription tactics", the practice problem lies in "fine" rather than "more". Teachers and parents communicate and cooperate more, teach students to learn independently, guide students to understand the wrong questions correctly, and make full use of the wrong question resources. To help students analyze the causes of mistakes and sort out the wrong problems, form good management and use of learning habits, improve the learning efficiency of students, and truly realize the "burden reduction" for students. On the basis of the previous research conclusions and the needs of this research, the author adopts the methods of literature, questionnaire, excellent case analysis, comprehensive pedagogy, educational psychology and other relevant theories. In this paper, a questionnaire was compiled for the management of mathematical misquestions among junior high school students. 225 students in four junior middle school classes in Shunqing District, Nanchong City, were investigated, and three excellent misquestions management cases were analyzed in text. To investigate and understand the present situation of the management level of mathematical misquestions in junior high school students, and to use SPSS 17.0 statistical tool to analyze the differences and causes of the students' class category, learning level and parents' participation in the five dimensions of the management of wrong questions. This paper gives advice to teachers, students and parents on the strategies of management and self-cultivation for the third grade students. The results of the study are as follows: 1. The students in Grade 3 have a good management situation of math mistakes. The students' ideas, attitudes, behaviors, motivations and total scores all meet the traditional standard of passing 60%, but the strategy scores are the lowest. The results show that students still lack method guidance and study. 2. There is no significant difference in students' attitude to misquestion management and motivation in different class categories, but there are significant differences in concept, behavior, strategy and overall level. The key class is better than the general class. The students with different learning levels have the highest scores in the concept dimension, except for the attitude, the total score and the other dimensions are significantly different. The excellent students are superior to the ordinary students and the ordinary students are better than the students with learning difficulties. The students with different degree of parental participation have the highest scores in concept and the lowest in strategy. Except there is no significant difference in attitude, there is significant difference between total score and other dimensions. There is a significant positive correlation between the management level of math misquestions and class category, learning level, parents' participation.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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