An Investigation And Empirical Study On The Status Quo Of Error Management Of Junior Middle School Students' Equation

In the mathematics test of the senior high school entrance examination,the equation is a key point of knowledge and a difficult point of knowledge.Students still have a lot of deficiencies in the mastery and application of the knowledge plate of equations.The most intuitive thing is that students always make mistakes in solving problems.This kind of error is not only an error when solving problems,but also students will not do it and cause blankness.Teachers have adopted many methods and techniques in order to reduce the error rate of students in solving equation problems as much as possible,ensure that students can master the knowledge points of equations,and overcome their learning difficulties.Among them,one of the most commonly used methods is to manage the error of the equation.The students' ability to manage wrong equations and habits are not formed overnight,and must be cultivated from the beginning.In the process of learning and mastering the knowledge of equations,students who have just entered junior high school will inevitably produce wrong questions in exercises,assignments and exams.In addition,they have not been exposed to "wrong question management" and cannot correctly recognize the wrong question management of equations The importance of the problem will not be effectively managed by the wrong question,resulting in a waste of wrong question resources,and repeated mistakes when solving the question,resulting in no further improvement in academic performance.In the past,scholars mainly focused on students' concepts,behavior strategies and other aspects of wrong question management in different stages,and did not specify a specific knowledge module.This article will focus on the content of wrong question attitude,wrong question management concept and wrong question management behavior of the first-year students in equation wrong question management.At present,there is no unified definition and division structure for wrong question management.According to the theoretical basis of previous researchers and the research needs of this article,the definition of wrong question management is further interpreted as: students take a positive view of the wrong questions that appear in exercises or exams The right attitude,recognizing the value ofwrong questions,understanding the necessity and rationality of the management of wrong questions,collecting,sorting,analyzing,summarizing,reflecting,and re-practicing wrong questions,and finally learning to use wrong question resources to improve Learning ability,the goal of improving academic performance.According to the definition of fault management,it is divided into three dimensions: fault attitude,fault management concept and fault management behavior.According to the divided three-dimensional structure,the differences in the management of equation error problems of the first grade students with different genders,different classes and different grades are studied.During the internship,I conducted a questionnaire survey on all the junior students in a middle school in Nanning and interviewed the two teachers.The data collected by the questionnaire is analyzed and processed using software such as Excel and SPSS,and the research results are as follows:(1)The three dimensions of erroneous problem management in the first grade students are as follows: “the wrong attitude” is the best,followed by “the wrong problem management” concept,“the wrong problem management behavior” is the worst.(2)From a gender perspective,there is no significant difference in the attitudes and management behaviors of male students and female students in the first grade;in terms of the management of error management,girls are significantly better than boys.(3)From the perspective of the class,there are significant differences in the attitudes of wrong questions,the concept of wrong question management and the behavior of wrong question management between the key classes;there are also differences in these three aspects between the key classes and the regular classes and the key classes Obviously superior to ordinary classes;there may also be significant differences between the two ordinary classes.(4)From the perspective of grades,there are significant differences in wrong attitudes,wrong question management concepts,and wrong question management behaviors among excellent students,good students,and poor students.The better the students,the better the performance.According to the actual survey,from the perspective of teachers and students,this article gives some suggestions to develop students' ability to manage the wrong equations,and implements the suggestions in the internship class.Greatprogress: the number of wrong books is more popular,the quality of wrong book records is improved,and the analysis of wrong questions is more in-depth.Explain that the suggestions made are highly effective.