初中生与高中生数学错题管理的差异比较

发布时间：2019-04-26 11:15

【摘要】：学生在进入中学后,数学学习的深度和广度都在加大,日常的练习、作业也逐渐变多,对于数学学科而言,很多时候需要做大量的题目来巩固所学的知识,因此对于错题的管理也显得尤为重要,管理好错题可以对自己所学的知识进行查漏补缺,完善自己的知识网络。在管理错题的同时,学生也在进行一种反思性学习,对自己的学习策略、学习习惯进行反思,加以改进。本文通过文献分析、问卷调查以及文本分析的方法研究初中生与高中生的数学错题管理的现状。结合初高中不同的学习特点,通过问卷调查和文本调查的结果分析初高中生在错题管理的态度、方式以及对错题的利用上的差异性,分析不同学习水平的初高中生在错题管理的态度、方式以及错题的利用上的差异性。同时比较初中生与高中生的数学成绩与错题管理水平的相关性。调查的结果表明,初中生与高中生在错题管理的态度上存在差异,但大多数认为错题管理有益于提高数学成绩,但在错题管理的方式上存在差异,高中生的策略一般优于初中生,错题管理的一般步骤就是错题的搜集,归类,订正,复习,反思,交流。错题的整理方式则因人而异,不一定所有人都要采用同样的方法,但是对于学困生,教师则应予以重点关注,对其错题管理的方式方法加以指导与监督。调查表明在错题的利用水平上初高中生也存在差异,同时错题利用水平都较低。初中生的错题利用水平和他们的数学成绩呈显著的正相关,高中生的错题利用水平也和他们的数学成绩呈显著的正相关,但是他们的成绩与错题管理的态度、方式没有显著的相关关系。由此可见,学生做错题管理最重要的是经常去翻看、复习才能提高数学成绩。
[Abstract]:When students enter middle school, the depth and breadth of mathematics learning is increasing, and daily exercises and homework are gradually becoming more and more. For mathematics subjects, it is often necessary to do a large number of topics to consolidate the knowledge they have learned. Therefore, it is particularly important to manage the wrong questions, which can make up for the knowledge they have learned and improve their knowledge network. At the same time, students are also carrying on a kind of reflective learning, reflecting on their learning strategies and learning habits, and improving them. By means of literature analysis, questionnaire survey and text analysis, this paper studies the present situation of mathematical mismanagement in junior high school students and senior high school students. According to the different learning characteristics of junior high school and junior high school, this paper analyzes the difference of attitude, way and utilization of wrong questions in junior high school students through questionnaire survey and text survey results, and analyzes the differences in the attitude, way and utilization of wrong questions in junior high school students. This paper analyzes the differences in attitude, style and utilization of mismanaged problems among junior and senior high school students with different learning levels. At the same time, the correlation between the mathematics achievement of junior middle school students and senior high school students and the management level of wrong questions was compared. The results of the survey show that there are differences between junior high school students and senior high school students in the attitude of mismanagement, but most of them think that mismanagement is beneficial to improve mathematics achievement, but there are differences in the way of wrong management. The strategies of senior high school students are generally superior to those of junior high school students. The general steps of mismanagement are the collection, classification, revision, review, reflection and communication. However, teachers should pay more attention to the students with learning difficulties and give guidance and supervision to the ways and methods of the management of the wrong problems in the students with learning difficulties. The arrangement of the wrong questions is different from one person to another, and not all of them should adopt the same method, but for students with learning difficulties, teachers should pay more attention to them. The investigation shows that there are also differences in the utilization level of wrong questions among junior high school students, and at the same time, the utilization level of misused questions is lower. There is a significant positive correlation between junior high school students' wrong problem utilization level and their mathematics achievement, and the high school students' wrong problem utilization level also has a significant positive correlation with their mathematics achievement, but their achievement and their attitude of mismanagement. There was no significant correlation between patterns. It can be seen that the most important thing for students to do wrong problem management is to go over and review so as to improve their math performance.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】