【摘要】：學生在進入中學后,數(shù)學學習的深度和廣度都在加大,日常的練習、作業(yè)也逐漸變多,對于數(shù)學學科而言,很多時候需要做大量的題目來鞏固所學的知識,因此對于錯題的管理也顯得尤為重要,管理好錯題可以對自己所學的知識進行查漏補缺,完善自己的知識網(wǎng)絡。在管理錯題的同時,學生也在進行一種反思性學習,對自己的學習策略、學習習慣進行反思,加以改進。本文通過文獻分析、問卷調(diào)查以及文本分析的方法研究初中生與高中生的數(shù)學錯題管理的現(xiàn)狀。結(jié)合初高中不同的學習特點,通過問卷調(diào)查和文本調(diào)查的結(jié)果分析初高中生在錯題管理的態(tài)度、方式以及對錯題的利用上的差異性,分析不同學習水平的初高中生在錯題管理的態(tài)度、方式以及錯題的利用上的差異性。同時比較初中生與高中生的數(shù)學成績與錯題管理水平的相關性。調(diào)查的結(jié)果表明,初中生與高中生在錯題管理的態(tài)度上存在差異,但大多數(shù)認為錯題管理有益于提高數(shù)學成績,但在錯題管理的方式上存在差異,高中生的策略一般優(yōu)于初中生,錯題管理的一般步驟就是錯題的搜集,歸類,訂正,復習,反思,交流。錯題的整理方式則因人而異,不一定所有人都要采用同樣的方法,但是對于學困生,教師則應予以重點關注,對其錯題管理的方式方法加以指導與監(jiān)督。調(diào)查表明在錯題的利用水平上初高中生也存在差異,同時錯題利用水平都較低。初中生的錯題利用水平和他們的數(shù)學成績呈顯著的正相關,高中生的錯題利用水平也和他們的數(shù)學成績呈顯著的正相關,但是他們的成績與錯題管理的態(tài)度、方式?jīng)]有顯著的相關關系。由此可見,學生做錯題管理最重要的是經(jīng)常去翻看、復習才能提高數(shù)學成績。
[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.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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