A Survey On Management Of Mathematical Errors In The Third Stage Of Primary School

Primary School is the first stage for students to develop their mathematics and ability,and it is also the key period for students to develop their study habits.In mathematics study,the wrong question appears in the normal however,the student should treat the wrong question with the ordinary mind.Wrong questions can reflect the learning effect of students,can have a positive impact on future learning,teachers can also reflect on the teaching effect from wrong questions,timely adjustment of teaching methods.Wrong questions are so important that how to turn ordinary wrong questions into“Waste” into valuable materials for students to study is worth thinking deeply.In essence,the cultivation of the management ability of wrong questions is the scientific spirit of self-reflection which must be formed by the students in the general objective of the new curriculum standards.Because the self-learning and self-reflection ability of primary school students has not been fully developed,this study selected the fifth and sixth grade of primary school,and carried out the investigation and research on the current situation of the management of Students’ wrong mathematics problems in the third stage of primary school,based on metacognition theory,meaningful learning theory and behaviorism learning theory,this paper adopts the methods of literature analysis,questionnaire and interview,based on the actual situation of Q Primary school in Jinan City,a questionnaire on the current situation of the management of Students’ mathematical problems and problems in the third stage of primary school and an outline for teachers’ interview were compiled and distributed to 319 students,through the analysis of the questionnaire and the results of the interviews with 8 senior mathematics teachers,the following problems are found: the recognition of the management of right and wrong questions is just a formality,lack of practice: students recognize the management of wrong questions but can not put it into action,teachers only pay attention to the management of wrong questions in the ideological level;Lack of initiative: students to complete the task as the goal,passively wrong management,teachers to replace students to complete wrong management,management of the main error;wrong management process difficulties,lack of high efficiency: students’ wrong questions management strategy is not appropriate,management effect is very little,teachers and students’ right and wrong questions management use less,bury the value of wrong questions;teachers’ right and wrong questions management participation is low,lack of continuity: the number of supervision is too little,the inspection intensity is small,the appraisal way is unitary,the feedback comment is deficient.The causes include: teachers and students do not have a good understanding of the value of the management of wrong questions,students are ashamed of their mistakes,teachers have a weak idea of the management of wrong questions,students are not interested in the management of wrong questions and lack of motivation;The depth of the management process is not enough:students’ ability to rethink the wrong questions is insufficient,teachers and students’ methods of using the wrong questions lack new ideas;teachers’ awareness of participating in the management of the wrong questions is weak: there is not enough time for careful examination of the wrong questions,the link of supervision and inspection is unreasonable.In view of the present situation,this paper puts forward some countermeasures from the following aspects: attitude and motivation,strategy and method,management and utilization,requirement and guidance,supervision and management,evaluation and utilization,etc.,implement the management of wrong questions: develop class activities,guide students to form correct ideas,organize group cooperation,share management experience among students,provide excellent examples,form a personalized management template;To make use of the joint efforts of teachers and students to increase students’ initiative: to stimulate internal motivation,a small number of times to manage,stimulate internal motivation,a small number of times to manage;to specifically guide the management of wrong questions,improve the management efficiency: wrong questions from one to more,effective Management,change the use of forms,review many times,carry out review lessons and testing wrong questions;clear management requirements,continuous monitoring feedback: clear management requirements,improve management quality,shorten the inspection cycle,increase the number of supervision,the evaluation of diversification,diversification of the main evaluation.