Investigation And Research On The Attitude Of Junior Middle School Students In Correcting Mathematics Mistakes

Domestic scholars have pointed out that mathematics wrong questions have a positive effect on teachers and students.Teachers have gradually realized the value brought by mathematics wrong questions in teaching,and they have begun to cultivate the habit of correcting maths wrong questions.However,the current situation of students correcting maths wrong questions is not tolerated.optimism.At the same time,the "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" clearly pointed out that the development of student attitudes should be promoted.Related researchers pointed out that attitude not only affects students’ learning results,but also affects the development of students’ thinking,skills and abilities.Therefore,it is necessary to study students’ attitudes towards correcting mathematics wrong questions.This study refers to Tao Qingde’s attitude structure and Liu Ting’s "Compilation and Testing of the Attitudes Scale for Correcting Mathematics Mistakes in Senior High School Students",and adapts the "Questionnaire of Junior High School Students’ Attitudes to Correcting Mathematics Mistakes" based on the actual situation of junior high school students.Through a questionnaire survey of an A school with a comprehensive level in Zhifu District,SPSS software is used to analyze the data,and the overall analysis of junior high school students ’ attitudes towards correcting mathematics errors,and comparing students of different grades,genders and learning levels to correcting mathematics errors Whether there is a difference in the question.On this basis,combined with interviews,it analyzes the reasons why junior high school students of different genders,different learning levels and different grades have different attitudes towards correcting mathematics wrong questions.Finally,suggestions are made to improve students’ attitudes towards correcting math problems.Based on the questionnaire survey,the following conclusions are obtained:(1)The overall level of junior high school students’ attitudes towards correcting mathematics errors is average,and there is room for improvement;students perform well in the cognitive dimension,but poor in the emotional dimension and behavioral orientation dimension.(2)Male and female students have significant differences in their attitudes towards correcting math errors;there is no significant difference between male and female students in terms of cognitive and behavioral orientation,but girls are better than boys in emotional dimensions.(3)There are significant differences in the attitudes of students of different grades in correcting mathematics mistakes;there is no significant difference in the cognitive dimension between the students of each grade,but there are significant differences in the dimensions of emotion and behavioral orientation.(4)Students of different learning levels have significant differences in their attitudes towards correcting errors in mathematics.Students with high learning levels are more active,followed by middle-level students,but students with learning difficulties are more negative.In addition,students with different levels of learning are more cognizant,emotional,and behavioral.There are significant differences in all aspects.Based on the analysis of the interview results,the reasons for the differences in the attitudes of junior high school students in correcting math problems are as follows:(1)In mathematics learning,girls are less confident than boys.Therefore,they will be more serious in correcting mathematics errors.At the same time,girls are more empathetic and willing to accept the opinions of others,which leads to differences in the survival of men and women.(2)Students are developing people,and their cognition and emotions will be inconsistent.However,cultivating students’ attitudes towards correcting math problems is a long and repeated process.Therefore,there will be differences among students in different grades.(3)Students with high academic performance are more "obedient" than students with academic difficulties.The number of wrong mathematics questions,students’ versatility,and family environment will all affect students’ attitudes towards correcting mathematics wrong questions,leading to differences among students of different learning levels.In order to improve the attitude of junior high school students in correcting mathematics wrong questions,teachers should establish a good teacher-student relationship and promote communication;clarify the meaning of the wrong questions and strengthen cognition;fully prepare lessons and clarify the easy points;make full use of the classroom and create a good atmosphere;Strengthen guidance and timely supervision;students should develop the habit of carefully reviewing questions and learning to check;be good at using wrong questions and fully internalize and absorb them.