發(fā)布時(shí)間：2018-04-26 08:53

  本文選題：初中生數(shù)學(xué)錯(cuò)題管理 + 現(xiàn)狀分析　； 參考：《揚(yáng)州大學(xué)》2016年碩士論文

【摘要】：在初中學(xué)習(xí)時(shí)期,許多老師在學(xué)生數(shù)學(xué)學(xué)習(xí)過(guò)程中仍然采用題海戰(zhàn)術(shù),而在習(xí)題訓(xùn)練中錯(cuò)題會(huì)經(jīng)常產(chǎn)生。學(xué)生如果能有效管理錯(cuò)題,可以在處理錯(cuò)題的過(guò)程中獲得經(jīng)驗(yàn)和知識(shí),通過(guò)反饋信息改進(jìn)自身知識(shí)掌握的不足以此提高自己的數(shù)學(xué)成績(jī)。作為知識(shí)管理的一個(gè)層面,錯(cuò)題管理受到數(shù)學(xué)教育研究者和一線教師的高度重視。本文在已有研究的基礎(chǔ)上進(jìn)一步對(duì)錯(cuò)題管理進(jìn)行了研究。本文首先從初中生數(shù)學(xué)錯(cuò)題管理的現(xiàn)實(shí)情況出發(fā),采取文獻(xiàn)研究法,對(duì)錯(cuò)題及錯(cuò)題管理的相關(guān)文獻(xiàn)進(jìn)行了梳理。其次,通過(guò)問(wèn)卷調(diào)查、個(gè)人訪談和文本分析等方法調(diào)查了解學(xué)生錯(cuò)題管理的現(xiàn)狀及教師預(yù)期的學(xué)生錯(cuò)題管理情況,調(diào)查結(jié)果說(shuō)明初中生基本能夠正確認(rèn)識(shí)到錯(cuò)題管理的重要性與意義,而且在錯(cuò)題管理上所持有的態(tài)度均良好,不過(guò)在錯(cuò)題管理的策略行為上還存在著諸多不足之處,同時(shí)教師也未能準(zhǔn)確預(yù)期學(xué)生的價(jià)值態(tài)度及策略行為,學(xué)生價(jià)值態(tài)度低于教師預(yù)期,而學(xué)生策略行為超出了教師預(yù)期。進(jìn)一步,分析錯(cuò)題管理與數(shù)學(xué)成績(jī)之間的相關(guān)性,不同性別、不同學(xué)校及不同學(xué)習(xí)程度的學(xué)生其錯(cuò)題管理水平的差異性。結(jié)果發(fā)現(xiàn)：學(xué)生的錯(cuò)題管理水平與其數(shù)學(xué)成績(jī)相關(guān),同時(shí)教師的態(tài)度與指導(dǎo)也很大程度的影響著學(xué)生錯(cuò)題管理水平。初中生在錯(cuò)題管理方面具有較大的學(xué)校差異與學(xué)習(xí)程度差異。不同學(xué)校的學(xué)生價(jià)值態(tài)度存在顯著差異,但是不同學(xué)校的學(xué)生策略行為不具明顯差異；男生價(jià)值態(tài)度普遍比女生差,不過(guò)男生策略行為要優(yōu)于女生；學(xué)優(yōu)生的錯(cuò)題管理水平顯著比學(xué)困生高。學(xué)生錯(cuò)題管理的水平會(huì)受到教師指導(dǎo)的影響,教師對(duì)于學(xué)生錯(cuò)題管理現(xiàn)狀的預(yù)期和學(xué)生生成的現(xiàn)實(shí)狀況不同會(huì)影響教師與學(xué)生在教學(xué)過(guò)程中錯(cuò)題管理方面的學(xué)與教。最后,針對(duì)學(xué)生錯(cuò)題管理方面的問(wèn)題分別從學(xué)生和教師兩個(gè)層面提出了相應(yīng)的建議。
[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.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.6

【相似文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 郭雅琪;初中生數(shù)學(xué)錯(cuò)題管理的調(diào)查研究[D];揚(yáng)州大學(xué);2016年

，

本文編號(hào)：1805320