Investigation And Study On The Current Situation Of Mathematics Problem Management In The Third Stage

Wrong question management is an important part of knowledge management,which has an important guiding value for the teaching of front-line teachers and students’ daily learning management.Therefore,the effective use of wrong questions has become a hot issue for experts,scholars and front-line teachers.However,from the perspective of the research status,most of the experts and scholars study the management of wrong questions in middle schools,and the management of wrong questions in primary schools is less involved.The implementation status of the management of wrong questions in first-line primary schools also needs to be further explored.This thesis will investigate the current situation from the four aspects of the concept,attitude,behavior and strategy of wrong management,so as to find out the problems and put forward the effective suggestions for improvement,hoping to play the role of wrong management in the front-line teaching.This study consists of seven parts:The first part is the introduction,which mainly introduces the research background,purpose and significance,research ideas and methods.The second part is the literature review,through the wrong topic management idea,wrong topic management attitude,wrong question management behavior,wrong topic management strategy four aspects of relevant research at home and abroad,literature review,found that the wrong topic of primary school management research,the third paragraph of students’ self education consciousness,learning content difficulty,wrong frequency is higher,so this paper to the third paragraph.The third part is the definition of the core concept,including the third paragraph of primary school mathematics,the wrong question,the core concept of the wrong question management.The fourth part is the theoretical basis of the research,mainly based on the behavioral science management theory,Ebbinghaus forgetting theory,meaningful learning theory and constructivism theory.The fifth part is the present situation investigation and analysis,through the form of questionnaire survey understand elementary school mathematics students the third paragraph of the implementation of the wrong topic management,and in the form of interviews of students and teachers’ wrong topic management consciousness and implementation strategy,using SPSS20.0 processing data,analysis of different grades,different gender,different performance level of elementary school students wrong topic management situation,and interview way of the wrong topic management of students and teachers.Based on the survey results,the following conclusions are drawn:(1)students can understand the significance of mathematical error management,but their action intention is not high;(2)students have individual differences in the process of mathematical error management;(3)lack of timeliness and sustainability;(4)teachers ’unilateral understanding of mathematical error management,becoming formality;(5)teachers can correct students’ error management in time,but lack reuse of mistakes;(6)traditional methods of error management by teachers and students,not digital means.The sixth part is to put forward specific strategies to optimize the management of mathematics wrong questions for the third paragraph of primary school mathematics from different angles.(1)treat math wrong questions correctly and help students to establish the awareness of wrong questions management;(2)standardize the management actions of students ’math error questions and establish standard math wrong questions;(3)respect the individual differences of students’ math wrong questions management actions and teach students in accordance with their aptitude;(4)establish a fixed math error management process to improve teaching efficiency.The seventh part is the conclusion,which summarizes the research conclusions and puts forward the research shortcomings and prospects.