本文選題：錯(cuò)題管理 + 初三學(xué)生　； 參考：《西華師范大學(xué)》2017年碩士論文

【摘要】：初三學(xué)生處于義務(wù)教育最后也是最關(guān)鍵的階段,教師、家長(zhǎng)、學(xué)生本人對(duì)學(xué)習(xí)態(tài)度的端正、學(xué)習(xí)方法的選擇、學(xué)習(xí)時(shí)間的安排都引起了足夠的重視。數(shù)學(xué)學(xué)科注重學(xué)生邏輯思維的培養(yǎng),為后續(xù)理科學(xué)習(xí)打下基礎(chǔ),加上數(shù)學(xué)學(xué)科在中、高考中分值比重高,理所應(yīng)當(dāng)成為學(xué)生學(xué)習(xí)的重點(diǎn)關(guān)注學(xué)科。而想要提高數(shù)學(xué)成績(jī),多數(shù)教師與學(xué)生都認(rèn)可“多練”,有練習(xí)就會(huì)有錯(cuò)題,有錯(cuò)題就應(yīng)當(dāng)有更改與反思,可見(jiàn)學(xué)生對(duì)待錯(cuò)題的態(tài)度和處理方法是問(wèn)題的核心所在。想要推行素質(zhì)教育,避免“題海戰(zhàn)術(shù)”,練題就在于“精”而不在“多”,教師與家長(zhǎng)多溝通合作,教導(dǎo)學(xué)生自主學(xué)習(xí),引導(dǎo)學(xué)生正確認(rèn)識(shí)錯(cuò)題,充分利用錯(cuò)題資源,幫助學(xué)生分析錯(cuò)誤原因并對(duì)錯(cuò)題歸類(lèi)整理,養(yǎng)成良好的管理和利用的學(xué)習(xí)習(xí)慣,提高學(xué)生的學(xué)習(xí)效率,真正實(shí)現(xiàn)為學(xué)生“減負(fù)”。筆者在前人的研究結(jié)論之上,結(jié)合本研究需要,采用文獻(xiàn)法、問(wèn)卷調(diào)查法、優(yōu)秀個(gè)案分析等研究方法,綜合教育學(xué)、教育心理學(xué)等相關(guān)理論,編制《初三學(xué)生數(shù)學(xué)錯(cuò)題管理調(diào)查問(wèn)卷》,對(duì)南充市順慶區(qū)某初中初三年級(jí)4個(gè)班225名學(xué)生進(jìn)行問(wèn)卷調(diào)查,對(duì)三個(gè)優(yōu)秀錯(cuò)題管理案例進(jìn)行文本分析,調(diào)查了解初三學(xué)生數(shù)學(xué)錯(cuò)題管理整體水平現(xiàn)狀,利用SPSS17.0統(tǒng)計(jì)工具對(duì)學(xué)生所在班級(jí)類(lèi)別、學(xué)習(xí)水平、家長(zhǎng)參與在錯(cuò)題管理的五個(gè)維度上進(jìn)行差異檢驗(yàn)及其成因分析,就初三學(xué)生錯(cuò)題管理培養(yǎng)與自我培養(yǎng)策略對(duì)教師、學(xué)生以及家長(zhǎng)提出建議。研究結(jié)論如下:1、初三學(xué)生數(shù)學(xué)錯(cuò)題管理現(xiàn)狀良好,觀念、態(tài)度、行為、動(dòng)機(jī)以及總分都滿足傳統(tǒng)意義上60%的及格標(biāo)準(zhǔn),但策略得分最低,表明學(xué)生還缺乏方法上的指導(dǎo)與學(xué)習(xí)。2、不同班級(jí)類(lèi)別學(xué)生在錯(cuò)題管理態(tài)度、動(dòng)機(jī)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(diǎn)班優(yōu)于普通班。3、不同學(xué)習(xí)水平的學(xué)生數(shù)學(xué)錯(cuò)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(xué)優(yōu)生均優(yōu)于普通生,普通生均優(yōu)于學(xué)困生。4、不同家長(zhǎng)參與程度的學(xué)生錯(cuò)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(xué)生數(shù)學(xué)錯(cuò)題管理水平與班級(jí)類(lèi)別、學(xué)習(xí)水平、家長(zhǎng)參與程度之間均存在顯著正相關(guān)。
[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(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.6

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