First, the significance of establishing a set of wrong questions
The significance of the wrong problem set mainly lies in two aspects: (1) Primary school mathematics curriculum has the unique characteristics of science. If you want to learn well, you can't do more exercises. In the face of practiced test papers and workbooks, it is useless to throw and do new questions at the same time, because if the wrong questions are not corrected and reviewed well, knowledge loopholes will still exist, and no amount of practice will be in vain. But to review, there are too many original papers and exercise books, and I am at a loss. Therefore, it is necessary to establish a set of targeted wrong questions to save valuable review time and spend limited time on correcting wrong questions; (2) Because the wrong questions are scattered in time and space, the establishment of the wrong question set can accumulate students' learning weaknesses in time, so that students can learn to seriously study and reflect on their own learning loopholes and fill them in time. In this way, not only can students really grasp the key and difficult points of personal learning, but also help to cultivate students' thinking of autonomous learning, thus guiding them to conduct reflective learning. Because once the same mistake happens to the same student repeatedly, it means that there is something wrong with his learning method. Establishing the wrong problem set can make students gradually improve their learning methods and improve their autonomous learning ability.
Second, the establishment of mathematical wrong problem set
We should start from these aspects and establish a set of wrong questions in mathematics: (1) Correctly analyze the causes of wrong questions, appropriately select wrong questions to be recorded, omit those wrong questions caused by mistakes, and focus on copying those wrong questions that you really don't understand or understand deeply; (2) To extract the wrong questions in time. Whether practicing or simulating the test paper at ordinary times, we should let the wrong questions stay overnight, form a good study habit of collecting and sorting out the wrong questions, and take them as the only way to learn mathematics; (3) When extracting the wrong questions, it is best to classify and summarize them properly, and put the wrong questions of the same type together, such as those with similar contents or the same questions. When classifying, you can divide the same set of wrong questions into several different parts, or you can use several thinner notebooks; (4) Carefully analyze the causes of the wrong questions, correct them in time, extract the original questions for comparison, and then write down the correct problem-solving ideas, methods and steps in detail, and combine the teacher's explanation to turn the wrong questions into the focus of your continued study; (5) Pay attention to the method when extracting wrong questions, don't be blind, and save limited time as much as possible. For example, those multiple-choice questions can be cut, pasted or copied as long as the wrong options are copied down. In short, when establishing the wrong problem set, we should pay attention to perseverance and not give up halfway. The wrong problem set is not static, but constantly changes with the improvement of our own knowledge structure. For those who understand the wrong questions, you can delete or leave only some enlightening parts.
Third, correctly use the wrong set of questions and turn "waste" into "treasure"
1. Let the set of mathematical wrong questions provide a practical template for teachers to carry out reflective teaching: reflective teaching requires teachers to discover and correct their teaching behavior in time, and combine students' wrong questions to make teachers more aware of the weak links in teaching, so that the wrong questions can be integrated into a treasure to open students' potential ability. Therefore, teachers can re-explain common wrong questions as examples in a certain period of time, so that the wrong information from teaching feedback can become valuable learning resources. Teachers should convey the feedback information of wrong questions to students in time, let students learn to think, listen and learn, and actively participate in the correction of wrong questions, so as to achieve positive correction results. Only in this way can the overall effect of mathematics teaching be improved.
2. Take the wrong question set as one of the bases for teachers to teach students in accordance with their aptitude: because each student's study has great individual differences, the wrong question set has strong personal pertinence, and the establishment of the wrong question set helps teachers to master the actual learning situation of each student, so as to teach students in accordance with their aptitude and achieve twice the result with half the effort. For example, when assigning homework, teachers should not blindly assign homework, but assign homework at different levels according to students' weak links and personal characteristics, which is more conducive to mobilizing students' enthusiasm for learning, enabling students to truly fill their knowledge loopholes in practice and improve their mathematics learning ability. In addition, the design of mathematics homework should be diversified, so that the wrong questions can be integrated into the motivation to stimulate students' learning, thus improving the quality of mathematics teaching.
3. Take the wrong question set as an effective teaching material for students' personalized learning: the wrong question set not only reflects students' explicit learning situation, but also contains implicit learning attitude and motivation. So as to establish a set of wrong questions, help students understand their own wrong tracks, learn lessons, and provide a foundation for consolidating relevant knowledge in the future. Specifically, it is necessary to turn learners' wrong problem sets into classic materials that highlight their lack of knowledge, help students analyze the causes of mistakes, correct them, and know not only why, but also why, so as to improve their mathematical knowledge and ability through the wrong problem sets. Then, after the wrong question set is established, we should pay attention to periodicity, read and browse regularly, and give full play to the role of the wrong question set. In addition, the wrong problem set should become the information exchanged between teachers and students, and become the teaching form of exchanging personal views, learning from each other and inspiring each other.
4. If you want to use the wrong question set effectively, you can't do without the correct evaluation of the application effect: since the wrong question set is a feedback platform for learning information, the important companion of feedback is evaluation. It can be said that feedback without evaluation is invalid. After the wrong problem set is established and used, we should start from the development of students, mainly compare their past and present learning situations, give timely knowledge correction and emotional encouragement. We can't let go of the tiny progress. In this way, the collection of wrong questions can really stimulate teachers' teaching reflection behavior, stimulate students' enthusiasm for learning, and cultivate students' courage and confidence in facing up to wrong questions.