本文選題：錯題管理 + 初三學生��； 參考：《西華師范大學》2017年碩士論文

【摘要】：初三學生處于義務教育最后也是最關鍵的階段,教師、家長、學生本人對學習態(tài)度的端正、學習方法的選擇、學習時間的安排都引起了足夠的重視。數(shù)學學科注重學生邏輯思維的培養(yǎng),為后續(xù)理科學習打下基礎,加上數(shù)學學科在中、高考中分值比重高,理所應當成為學生學習的重點關注學科。而想要提高數(shù)學成績,多數(shù)教師與學生都認可“多練”,有練習就會有錯題,有錯題就應當有更改與反思,可見學生對待錯題的態(tài)度和處理方法是問題的核心所在。想要推行素質教育,避免“題海戰(zhàn)術”,練題就在于“精”而不在“多”,教師與家長多溝通合作,教導學生自主學習,引導學生正確認識錯題,充分利用錯題資源,幫助學生分析錯誤原因并對錯題歸類整理,養(yǎng)成良好的管理和利用的學習習慣,提高學生的學習效率,真正實現(xiàn)為學生“減負”。筆者在前人的研究結論之上,結合本研究需要,采用文獻法、問卷調查法、優(yōu)秀個案分析等研究方法,綜合教育學、教育心理學等相關理論,編制《初三學生數(shù)學錯題管理調查問卷》,對南充市順慶區(qū)某初中初三年級4個班225名學生進行問卷調查,對三個優(yōu)秀錯題管理案例進行文本分析,調查了解初三學生數(shù)學錯題管理整體水平現(xiàn)狀,利用SPSS17.0統(tǒng)計工具對學生所在班級類別、學習水平、家長參與在錯題管理的五個維度上進行差異檢驗及其成因分析,就初三學生錯題管理培養(yǎng)與自我培養(yǎng)策略對教師、學生以及家長提出建議。研究結論如下:1、初三學生數(shù)學錯題管理現(xiàn)狀良好,觀念、態(tài)度、行為、動機以及總分都滿足傳統(tǒng)意義上60%的及格標準,但策略得分最低,表明學生還缺乏方法上的指導與學習。2、不同班級類別學生在錯題管理態(tài)度、動機維度不存在顯著差異,在觀念、行為、策略及總體水平上存在顯著差異,且重點班優(yōu)于普通班。3、不同學習水平的學生數(shù)學錯題管理水平均在觀念維度得分最高,除在態(tài)度上不存在顯著差異外,總分和其余維度均存在顯著差異,且學優(yōu)生均優(yōu)于普通生,普通生均優(yōu)于學困生。4、不同家長參與程度的學生錯題管理水平均在觀念上得分最高,策略上得分最低。除在態(tài)度上不存在顯著差異外,總分和其余維度均存在顯著差異。5、初三學生數(shù)學錯題管理水平與班級類別、學習水平、家長參與程度之間均存在顯著正相關。
[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.
【學位授予單位】：西華師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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