| No matter in which learning semester,it is inevitable that students will have problem solving errors during the learning process,so we should correctly look at the rationality of the problem solving errors and all the teachers expected that the students can skillfully master the knowledge that they have learned before,reduce the rate of problem solving errors,and improve the learning efficiency.Therefor,the research of problem solving error has got lots of attention from many scholars especially middle school teachers.Thus it is particularly important to find out the problem solving errors,to analyze the attribution of these errors,and to guide the students to reduce errors.It is obvious that the grades of the university entrance exam plays a very important role in Selecting the high-level talents.China's national conditions have changed a litte bit in recent years,and the reform of the college entrance examination has always been a hot topic.But no matter how to reform,it is undeniable that math grades still ranks top position in the college entrance examination.And conic in college entrance examination mathematics test scores between 17 to 22 points,which has always been a hotly contested spot to the students,so the importance of the conic curve relevant knowledge is self-evident.This paper takes the relevant content of the third chapter---a conic curve and equations of the Beijing Normal University "High School Mathematics Elective 2-1" as a carrier,which was mainly based on the "senior high school students conical curve learning questionnaire" and "senior high school students conical curve test paper".It investigated and studied the following three issues:(1)In the process of solving the knowledge about conic curve,what are the major problem-solving errors and what types of problem-solving errors can be divided into?(2)What are the main reasons for these types of errors?(3)In response to these types of errors and their causes,what should teachers do in teaching?Based on a review of domestic and foreign literature on problem-type attribution and problem-error correction,this study mainly uses the literature analysis method,questionnaire survey method,interview method,test paper analysis,etc.,and combines the author's own teaching practice experience to complement it accordingly.In the course of this research,the author mainly carried outthe following processes: Firstly consult the literature.secondly questionnaire survey and test were conducted on 120 students who were randomly selected from the second grade of senior high school of a key middle school in Ganzhou,Jiangxi Province.And then interview the front-line math teachers of this grade and a small number of students who have made typical errors,and then perform statistics,analysis,and induction on the collected data information to classify the reasons for the errors.Finally,the obtained statistical information is researched and corresponding research results are obtained.Through investigation,research and analysis,we find that the problem solving errors made in the process of solving the knowledge about conic curve of the senior students is mainly the knowledge error and the negligence error.The main reasons leading to their problem-solving errors are: insecure and inaccurate knowledge points;difficult knowledge;poor students' computing ability;improper learning methods of students and so on.Based on the analysis of the survey results and the teaching practice,this thesis puts forward suggestions for teachers in the teaching of conic curves in terms of strengthening knowledge construction,strengthening students' computing ability,and strengthening learning methods.The research on the analysis and correction of problem solving errors in the conic curve of the senior high school students is a worthwhile subject.At the end of this thesis,some shortcomings of this thesis and possible future research directions are proposed. |
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