Sekizinci Sınıf Öğrencilerinin Soru Çözerken Yaptıkları Yanlışların Analizi

Studying for the High School Entrance Examination is one of the critical periods in students' lives. In this period, which coincides with the adolescence period, students are preparing for an exam that will affect their future lives. The students who solve many questions from Mathematics, Science, Turkish, History of Revolution and Kemalism, English and Religious Culture and Moral Knowledge courses naturally make mistakes. Determining the reasons of these mistakes provides an opportunity for students to learn from their mistakes. The aim of this study is to analyze what kind of mistakes the eighth grade students make in their problem solving works. In this context, a total of 257210 questions solved by 10 students preparing for LGS in 2018-2019, 2019-2020 and 2020-2021 in all branches and 10705 mistakes were analyzed. Reasons of making mistakes were classified as lack of attention, lack of subject matter knowledge, process/method mistakes, and comprehension mistakes. Consequently, it was found that students mostly make mistakes in Mathematics, Science, Turkish and Religious Culture courses because they could not understand the questions. The most common reason of making mistakes in History of Revolution and Kemalism is lack of subject matter knowledve and lack of vocabulary in English. According the to the findings suggestions were developed for students and future researches. Keywords: Studying for LGS, Reason of istakes, learning from mistakes

The Impact of High School Entrance Examination Competition on Students’ Participation in Extracurricular Tutoring in the Compulsory Education Period: An Empirical Analysis Based on the Data of China Family Panel Studies

We used the Hierarchical Linear Bernoulli Model based on China Family Panel Studies (CFPS) 2016 data and provincial high school acceptance rate data. We explored the relationship between provincial high school entrance examination competition and students’ extracurricular tutoring participation during compulsory education. The study found that the high school acceptance rate and occupational high school acceptance rate have no significant effect on the participation rate of students’ extracurricular tutoring in the compulsory education stage. However, the high school acceptance rate has a significant positive impact on the participation rate of students’ extracurricular tutoring, and there is a heterogeneous effect on the participation rate of students’ extracurricular tutoring from families of different social classes. The higher the high school acceptance rate, the greater the probability of students from families with higher social strata participating in extracurricular tutoring. The demonstration high school acceptance rate has a significant negative impact on students’ extracurricular tutoring participation rate. It has a heterogeneous influence on students’ extracurricular tutoring participation in different school stages and social class families. The education administration department should actively expand high-quality, high school educational resources and increase the demonstration high school acceptance rate. And to increase the number of admissions for the demonstration high school to disadvantaged families with lower social strata to alleviate the pressure of families and students from the high school entrance examination competition. This can not only reduce the participation rate of students’ extracurricular tutoring during the compulsory education stage, but also promote the equalization of high-quality high school entrance opportunities for children of different classes of families.

A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China

English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.