Research On The Mistake Management Based Mathematics Teaching Strategies In High School

During the process of learning mathematics,it is inevitable for students to meet a great number of mistakes that they cannot solve or wrongly solve.Considering these mistakes,students' handling and applying ways pose an influence on learning efficiency and effect.For the above reasons,through literature research,questionnaire survey and case interviews,the author focused on different types and different gender of the students to do a quantitative analysis on the wrong attitude,value,strategy of treatment and utilization,and put forward the corresponding teaching strategies.From the investigation.It was founded that boys and girls' levels of value awareness,handling strategies and problem management of treating mistakes was significantly different in model high school,and boys performed inferior to girls in these three aspects;it was obvious disparity that different grade students' attitudes to mistakes,using strategies and problem management,which showed the best by grade 3,the second by grade 1 and the last by grade 2;it was pronounced different attitudes to mistakes for students who were from different junior high schools,which announced that the county students were the most positive,the township took the second place and the municipality was the most negative relatively.The township high students' level of attitudes to handling,utilizing and manage mistakes appeared difference,and the science students were better than arts students in these aspects;girls were better at value cognition of mistakes than boys;students of grade 3 were the best in handling,utilizing and managing mistake strategies,subsequently was the grade 1,and the last was the grade 2.From the interview of students and teachers,it was founded there were mainly 5 problems in mathematical mistake management: 1)most teachers could not realize the value of students' mistakes;2)it was deficient for teachers to instruct students to handle and utilize their mistakes;3)it was not enough to monitor the behavior of students' mistake management;4)most teachers could notrealize the impact of mistake management on teaching;5)some teachers were poor at strategies of handling and utilizing mistakes.To solve these problems,combining the aspects of mistake management,the author proposed related teaching strategies:Firstly,for attitude to mistakes: 1)start at life details,cultivate the attitude tomistake management;2)bonding the advantages of students,supervise students torealize the inevitability of mistakes;3)encourage students to confront mistakes by typical examples.Secondly,for value cognition of mistakes: 1)guide students to form the cognition of managing mistakes correctly to maintain the value cognition;2)establish students' retest mechanism and cultivate the value cognition;3)promote related debate or class meeting.Thirdly,for handling strategies of mistakes: 1)mistake-collection,mistake-pasting,mistake-cards,and reorganization of papers and exercises;2)record the thinking process and compare the correct and mistakes;3)keep the correct,link to the past solutions,sum up the solutions and induce the type of problems;4)conclude the thinking of correct,laying the basis of avoiding the re-mistakes.Fourthly,for utilizing mistakes: 1)promote activities of utilizing mistakes;2)change the concept and turn “read” to “write”;3)use the source and raise teachers' ability of self-teaching;4)refer to students' source and enhance the pertinent teaching impact.