Research On Construction And Application Of Error Sets In Junior Middle School Mathematics

Entering the junior high school stage,students have increasingly heavy academic burden and greater learning pressure,which requires students to master scientific learning methods and efficient learning strategies,and gradually complete the transition from "learning" to "learning".Building and applying error sets is a great way to learn.Through the process of collecting wrong questions,analyzing wrong causes,correcting wrong questions and reviewing wrong questions regularly,students can improve their cognitive structure,have a more complete grasp of the knowledge,and develop the habit of independent learning.In addition,teachers can also use the error sets set up by students as materials for lesson preparation,from which they can understand students’ knowledge and adjust teaching strategies in time.In recent years,there have been a lot of researches on error sets at home and abroad,but most of the research objects are for high school students,and there are few researches on middle school students,especially middle school mathematics.In addition,the duration of relevant practical studies is generally short,only a few months.Therefore,this paper studies how to construct and apply error sets in junior middle school mathematics learning,and conducts long-term practical research,which has certain significance.Through the questionnaire survey of 243 junior middle school students in the school I taught,the author found that junior middle school students had the following problems in constructing and applying error sets: 1.Low self-awareness;2.The method of correcting errors is not scientific;3.4.Teachers’ guidance is not systematic.In addition,there are obvious differences among students of different grades,genders and grades in the understanding of the value of wrong questions,the attitude of correcting wrong questions,the strategy of correcting wrong questions,the strategy of collecting wrong questions and the strategy of applying wrong questions set.According to the results of questionnaire survey,combined with my own teaching experience,the author puts forward a set of error problem set construction and application strategy.And the author’s teaching class as the experimental object,carried out two and a half years of practice research.Through the analysis of the scores of 18 math exams and the case interviews of students,it is found that the average score and pass rate of the experimental class have been significantly improved.