Research On Error Diagnosis And Correction Of Junior High School Mathematics Students Based On "mastery Of Learning Theory"

The teaching goal of the nine-year compulsory education mathematics subject is a predetermined level of mastery that most students can achieve.However,in the regular course of teaching,students are found to be different and not all of them can achieve the requirements for mastering the learning.This phenomenon is particularly prominent in public schools.This study focuses on the theme of “mistake diagnosis and correction of junior high school mathematics based on mastery of learning theories”.The essence of “mastering learning” is suggested by Bloom's “group teaching and supplemented by the frequent needs of each student”.Feedback and individualization of corrective help.” The purpose is to help students with learning difficulties to achieve the goal of mastery of learning,provided that sufficient time and effort are given."Errors" are generated resources that students generate during the learning process.In order to help students master mathematics learning and improve the efficiency of mathematics classroom teaching,this study conducted a cognitive diagnosis of the “Integration” section of the first grade students of the author's work school,revealing the students' knowledge of mathematics cognitive structure and The common law behind common mistakes.And then put forward their own teaching suggestions and strategies: the establishment of feedback-correction "40 +20" teaching system.“40+20” is a combination of class teaching and individual tutoring.“40” is the time for classmates to study together under the guidance of a teacher.“+20” is the time for students to study independently under the supervision of a teacher.1."40" in class: Teaching for students to master.In the classroom,we make full use of the resources generated by students to generate errors,project projections,and adjust teaching in a timely manner.Through two teaching cases,the three links of the “pre-compensation and correction” teaching model werespecifically explained.2."+20" after class: correct for students' mastery.Through the teaching case,specific explanations were given to different error feedbacks for students,and the corrective methods were not the same.At the end of this paper,several other teaching suggestions were put forward and summarized and forecasted.