Research On The Management Of Junior Middle School Students’ Wrong Mathematics Questions Under The Field Cognitive Style

Junior high school is an important stage for students to establish mathematical logical thinking.It is inevitable for students to make mistakes in mathematics learning.As the most valuable feedback information in students’ learning,if we can make full use of it as a learning resource,it will certainly promote students’ mathematics learning.The new curriculum standard advocates that education should respect students’ personality differences,and cognitive styles are an important factor in students’ personality differences.Are there any differences in the management of wrong questions among students with different cognitive styles?Therefore,it is of practical significance and practical value for this paper to study the management of junior middle school students’ wrong mathematics questions based on field cognitive style.First of all,the literature research method is used to sort out the related research on field cognitive style and wrong topic management,and on this basis,the research method and theoretical basis of this study are determined,and the concept of wrong topic management is defined.Secondly,the students’ field cognitive styles are determined by means of test investigation,and then the current situation of junior high school students’ wrong problem management in mathematics with different field cognitive styles is analyzed by questionnaire survey,text analysis and interviews,and the following conclusions are drawn:junior high school students generally realize the importance of wrong problem management and will not avoid wrong problems in mathematics learning,but they do not implement wrong problem management behavior and lack systematic wrong problem management strategies;There are significant differences in attitude,behavior and strategy of wrong question management among junior high school students with different cognitive styles.Compared with fielddependent students,field-independent students have a more positive attitude towards the management of wrong questions,and they will consciously and timely deal with wrong questions,form some own methods,attach importance to the reflection on wrong questions,and are willing to use wrong questions as their own learning resources to study again;Teachers have given students some guidance on the management of wrong questions,but they lack strategic guidance on the management of wrong questions for students with different cognitive styles.On this basis,the main problems existing in the management of wrong questions in junior middle school students’ mathematics are summarized and the reasons are analyzed.Finally,the strategies to optimize the management of junior middle school students’wrong questions in mathematics are put forward from the perspectives of teachers and students respectively.Students:actively deal with wrong questions in mathematics,form management habits of wrong questions,pay attention to reflection on wrong questions,and strengthen the sharing of wrong questions resources.Further,two students with different cognitive styles were followed up for two months,which verified the effectiveness of the strategy.