Practice Research And Construction Of Wrong Topic Archives For Senior1Mathematics Learning

Doing exercises is essential steps in the process of learning mathematics, it is inevitable that the student make wrong in the process of solving problem, this phenomenon is reflected on high students, especially senior1students. The problem exposed by the students in the aspects off cognitive deficits and deviation of thinking is a kind of valuable teaching resources. The students activeiy construct and use wrong topic archives to learn under the guidance of teachers, and make full use of the wrong topic resources, which has important practical significance to improve the students’ learning efficiency.Firstly, the methods of investigation is used in this research, choose two senior1parallel classes with similar study level, and make a questionnaire about the wrong topic, right guessed topic and wrong topic management during mathematics learning. To solve this common problem of students, the author tries to file both right guessed topic and wrong topic into archives. In this research, the wrong topic archives is constructed from five aspects: numbering wrong topic, categorization and analysis of the cause of wrong topic, correction of wrong topic, reflection and inspiration of wrong topic, review of wrong topic. And the wrong topic archives is applied into the practice of teaching, carrying out a compared experiment which last more than three months. In order to have a better comparison and analysis, besides monitoring and guiding students to study strictly with the method of wrong topic archives, previous test scores of the two class students are recorded to analyze the effect caused by wrong topic archives. To know more how students to understand wrong topic archives, an interview is made to all of students in the experimental class after experiment.The research discovers as following:1. Before the experiment, these students have a positive attitude towards wrong topic, right guessed topic and topic management during mathematics learning, but are lack of strategy. Thus, compared with managing wrong topic, students prefer to making a new topic.2. After the experiment, the experimental class students’ scores and learning style have great changes, and the experimental class students’ scores are significantly higher than the controlled classes, as the experiment goes, the difference of scores is more notable between experimental and controlled classes. And at the same time, the experimental students get more profound understanding of the value of wrong topic, right guessed topic and the wrong topic archives’ positive role.3. There is no notable difference between male and female students while applying wrong topic archives to mathematics learning.