A Case Study Of Problems And Improvement In The Mathematical Examination Of Senior Two Students

Mathematics has a positive effect on cultivating students' logical thinking ability,improving their intellectual level and academic achievements.The cultivation of mathematical examination ability is closely related to the development of mathematical thinking ability,which requires students to have comprehensive qualities in various aspects,such as the ability to extract,analyze and process the information of the subject,as well as the ability of long-term learning,reflection and accumulation.From the perspective of the current teaching situation in China,the cultivation of examination ability has not attracted the attention of teachers and students,which runs counter to the concept of new curriculum reform.Taking this as an opportunity,the study bases on the review of relevant literature,takes students of grade two in one of Tianjin senior high school as the research object,and determines the research questions as follows:(1)What problems do senior two students have in mathematical examination?(2)What are the causes of serious problems in mathematical examination?(3)After the guidance of cases who have serious problems in the mathematical examination,and has the examination ability been improved?The research used the methods of literature analysis,investigation and research,case study and statistical analysis,and took the "High School Students Questionnaire on Mathematical Examination Status" as the test tool to investigate problems in mathematics examination and analyze the causes.Based on the results of questionnaire,three students who had serious problems in the dimension of cognition,experience and strategy were selected as the research cases.Based on the existing research and expert suggestions,three cases were given guidance for three months and formulated the corresponding examination strategy.The research results show that:(1)Senior two students have the most serious problems in the dimension of strategy,followed by the dimension of experience,and finally is the dimension of cognition;(2)There is no significant difference between boys and girls in grade two of high school in the overall level,the dimension of experience and the dimension of strategy,but there is a significant difference in the dimension of examination knowledge between boys and girls,and the girls' understanding of mathematics examination is significantly higher than that of boys;(3)There is a significant positive correlation between the overall level,three main dimensions of math examination and mathematical academic performance;(4)High-group students are significantly better than general group and low-group students in the mathematical examination and three main dimensions;(5)The reasons for the serious problems in mathematics examination between the general group and low-group students are: negative cognition,poor experience and the strategies to be improved;(6)After the case study of serious problems in each of dimensions of the mathematical examination,the promotion of students with serious problems in the strategy dimension is greater than that of students with experience dimension,and is greater than that of students with cognitive dimension.According to the research conclusions,the following teaching suggestions are put forward to: guide students to analyze questions of mathematical examination,and pay attention to teaching students according to their aptitude;guide students to pay attention to the consolidation of knowledge,and strengthen the understanding of mathematical examination;guide students to pay attention to the experience of mathematical examination,and regulate negative emotions;guide students to optimize the process of mathematical examination,and pay attention to strategic guidance.