Study On The Causes Of High School Math Mistakes And Correctives Strategies

Students enter the high school stage,offer more courses,need to master a wider range of knowledge,coupled with increased difficulty,learn more abstract content,students' cognitive ability requirements are higher.Therefore,it is easy for students to touch the string of making mistakes in the course of learning.So for high school students,in the process of learning and training will inevitably appear to do wrong questions,and repeated mistakes often occur,which will inevitably disturb the attitude and enthusiasm of students to study.As a first-line teacher,there is an urgent need to dig out the causes of these students' repeated mistakes,why they can not be effectively solved,whether there is good or not Partial strategy.This is one of the problems that this subject needs to solve through research.As far as the subject of high school mathematics is concerned,high school mathematics teachers all over the country generally find that the current high school students in the treatment of mathematical problems in the understanding of the problem is shallow,not to mention planning and organization,most students only focus on the answer to the error,no matter the "root" of the error,often,like illness devouring themselves,unable to improve math scores.This is the status quo of objective facts before us.We need students to know why they're Do wrong this question,oneself in the process of doing the question which step is oneself did not think of lead to did not make this question.In fact,the reason for the wrong problem is to dig out where the root of the error is.To really understand the reasons for their mistakes,by taking down this question to let students remember the mistakes,in order to not make mistakes in the next encounter.If the students do not want to do so as required,the teacher said more,but also tired themselves,which virtually increased the workload of teachers.In the end,the teacher taught hard,the students are also not easy to learn.Often go on here,teaching effect is very low.Moreover,for the teacher level It is very difficult to find out the real cause ofsuch mistakes.It is very difficult to find out the real cause of such mistakes.It is very difficult to find out whether the students have finished the assigned homework or test paper.Even some teachers do not pay attention to the problem of students wrong,let students die,which seriously violates the duties of teachers.There is a clear deviation from this current practice,which may lead to serious disharmony between teachers' teaching and students' learning.In order to fully understand the nature of high school students' mathematical errors and the teachers' views and practices on the problem,the author makes a more comprehensive questionnaire survey and analysis on the current situation of high school errors in the three grades of high school.At the same time,a unified production method of collecting wrong questions set is introduced,which aims to greatly improve the capacity of wrong questions bank,which will enhance the pertinence of teachers' teaching preparation measures.Between teachers and students On the basis of running-in,teachers find out a new teaching model suitable for high school students to improve their learning efficiency and cognitive development level,improve the effectiveness of mathematics education and teaching in our high school,and also provide a good reference value and reference for other teaching research.Through a large number of practical investigation actions and research exploration,this study concluded that the types of high school mathematics errors are:(1)psychological quality factors;(2)careless,careless;(3)unclear concepts,knowledge do not understand;(4)wrong operation;(5)not clear question meaning;(6)logic reasoning errors;(7)by the existing knowledge of the negative interference,similar The concept is confusing.According to the high school mathematics problem solving error nature,we can divide the high school student mathematics error cause according to the problem difficulty degree.Mainly classified into three levels,from the lower,intermediate,advanced,that is,the first level of error,the second level of error,the third level of error.1.first level error cause.Belongs to the low level mistake,the psychological quality factor;does the question carelessly,the carelessness classifies as the first level mistake cause.2.the second level error cause.By the negative interference of existing knowledge,similar concepts are confused;operational errors are classified as the second level error.3.third level error cause.This level of problem is an advanced error,that is,a problem that will not be done at all.Because its own concept is not clear,knowledge does not understand;logical reasoning error,can not understand,let alone the application of solutions.There are differences in students' intelligence and ability to solve problems,and problems are also factors in students' ability.In order to test the teaching effect of correction strategy,the author taught two key classes in the first year of senior high school to do the teaching In this paper,the new teaching mode of mathematics misquestioning strategy in senior high school is studied by adopting the experimental class,while the other control class only carries on the popular misquestion teaching mode.In a semester of teaching research comparison,the experimental class students not only from the test results,but also students attitude to learning,enthusiasm and so on are better than the other control class.So we can say that the experiment was successful and basically achieved the desired results,This will continue to improve the teaching measures in the future to advance another step.