A Study On The Current Situation And Practice Of The Use Of Correction Books In Junior Middle School Mathematics

Mathematics is a very important subject,which runs through the student's learning career,and shares a large proportion.The significance of learning mathematics well is self-evident,but it is not a good way to rely on the sea of stuffing exercises.Tired and disgusted,and students cannot get good grades.Summarizing it carefully and treat the errors they meet seriously to help students grasp the exercises best.Accumulating and building their own error correction books to contribute to their subsequent.In this essay,we send questionnaires to students in the eighth and ninth grades of Nancheng Junior High School in this county to learn about students' attitudes towards the establishment and usage of math correction books,teachers' guidance,and problems they face.At the same time,communicating with math teachers in the same school and let them give some advice to learn about the roles teachers play in the process of building and using of correction books.In order to verify whether the countermeasures proposed and established by the author after the previous interviews and questionnaire surveys can achieve the desired effect,the 114 seven graders of Nancheng Junior High School were selected as experimental subjects,and formulating corresponding practices,based on the previous study.The conclusions in the paper are as follows:(I)Results of Investigation and Research on Mathematical Mistake Management of Junior Middle School Students(1)Most students have a positive attitude towards the establishment of mathematics error correction books.The ninth grade students have a more sober and positive understanding of the establishment and usage of error correction books,and have a better understanding of the role of error correction books.(2)The self-control activity of students in the low-score group is weaker than that in the high-score group.Teachers need to instruct in layers in the process of guiding students to establish and use error correction books,especially focusing on the middle-score group and the low-score group;(3)Teachers are absent from monitoring the usage of student correction books.There is no systemic solution and the time duration is insufficient.(4)Students' wrong questions are handled in the following ways:(1)ignore them;(2)modify directly next to the wrong questions;(3)mark the key questions after modification,such as highlighting a red pen or making special marks;(4)correct the wrong questions Excerpt or cut to a new book;(5)The teacher will ask similar questions to consolidate after answering;(6)excerpt the classic wrong questions together.The methods of dealing with the wrong questions of students at different levels do not exist in isolation,but are combined with each other.(II)Results of practical research on the usage of mathematics error correction books for junior high school studentsIn order to verify whether the countermeasures proposed and established by the author after the previous interviews and questionnaire surveys can achieve the desired results,the114 students in the seventh grade of Nancheng Junior High School were selected as experimental subjects,and the corresponding practices were formulated to develop corresponding practices The results prove that the practice scheme is effective,and students' performance and learning ability have been significantly improved.