High school students think that mathematics is difficult to learn to some extent because students make mistakes in solving problems in the learning process. Some students rely entirely on the teacher, and every time they expect the teacher to point out his mistakes and explain the correct solution, but he doesn't correct and sort it out himself; Some students just copy the teacher's method step by step in correcting the mistakes, instead of finding the reasons for the failure of solving the problems themselves, and then correcting them and absorbing them; Some students simply don't care whether their problem solving is right or wrong, but just do the problem blindly, which leads to too many accumulated mistakes and repeated mistakes. The author conducted a year's teaching practice and follow-up investigation in his own class, and summarized and analyzed some strategies to improve students' ability of correcting errors in mathematics.

First, help students establish a correct "wrong view"

In view of students' strong sense of inferiority and poor tolerance, although high school teachers are reluctant to see students make mistakes in solving problems, teachers should educate students to establish a correct "view of mistakes". But from the actual situation, it is normal to make mistakes in the process of solving math problems, and it is impossible for every student not to make such mistakes in the process of doing math problems. In order to avoid students making mistakes, some teachers constantly increase the number of questions for students. Many teachers neglect to check and pay attention to students' learning process in the teaching process, but blindly criticize and scold students, thus ignoring the cultivation of students' mathematical thinking ability and interest and the essence of students' learning. Therefore, teachers should educate students with correct understanding. Being tolerant of students' mistakes in solving problems shows teachers' discipline accomplishment and quality. For students, teaching is not from the perspective of making mistakes, but from the aspects of experience, emotion and tolerance, so that students can have greater tolerance and a healthy mentality of doing problems.

Second, cultivate students' good problem-solving habits

Good study habits can effectively help students improve their math scores. To cultivate good math problem-solving habits, we must first cultivate students' good study habits, such as guiding students to preview, review and reflect actively. In mathematics problem-solving learning activities, good problem-solving habits can help students solve problems smoothly and correctly, thus reducing some non-intellectual problem-solving mistakes. In the investigation and study, it is found that many students' problem-solving mistakes are not caused by their own knowledge structure, but by bad habits such as careless reading, careless calculation mistakes and irregular problem-solving. Therefore, as teachers, we must pay attention to cultivating students' good habits of solving mathematical problems in our usual teaching.

1, cultivate students' good habit of carefully examining questions. When doing a problem, we should first look at the problem carefully and make clear which conditions are known and which conclusions are needed. We should look at the known conditions word by word and circle the key words with a pen to attract our attention. For questions that you don't understand or don't understand, it is recommended that students read them many times, and if necessary, they can understand them with pictures. When reading a question, let students think about what basic concepts, theorems, formulas or laws are used in this question, and also pay attention to their conditions and scope of application.

2. Cultivate students' habit of solving problems with mathematical thinking methods.

In the investigation and study, our teachers often find that some students make mistakes again and again on the same question. To sum up, such mistakes are basically due to students' misunderstanding of mathematical concepts and ideas, which leads to problems in their cognition of mathematical knowledge. Mathematical concepts, mathematical ideas and mathematical methods can not be used flexibly and correctly, which leads to many detours in the process of solving problems or loss of points due to the lack of solving ideas, which is more common in solving problems. Jiangsu's mathematics examination papers in recent ten years attach great importance to the examination of students' mathematical thoughts and abilities. Mathematical knowledge is the carrier of mathematical thought, and mathematical thought is the essence of mathematical ability, so mathematical thought is the intermediate bridge between mathematical knowledge and mathematical ability. Therefore, our teachers should pay attention to the training of mathematical thinking methods in mathematics teaching, teach students what thinking methods to consider when doing problems, and avoid problems caused by blind problem solving. For example, Nantong Ermo Kao 18: in the rectangular coordinate system xOy, let the curve | x |/a+| y |/b =1(a > B>0) The area of the closed graph is 4√2, the shortest distance from the point on the curve c 1 to the origin o is 2√2/3, and the ellipse whose vertex is the intersection of the curve C 1 and the coordinate axis is C2. (1) Find the standard equation of ellipse C2; (2) Let AB be any chord passing through the center O of the ellipse C2, L be the perpendicular line of the line segment AB, and M be the point on L (not coincident with O). If MO=2OA, when point A moves on ellipse C2, the trajectory equation of point M can be found. This problem can be discussed by the idea of eliminating parameters by vector transformation or substitution, the idea of rotating matrix or the idea of complex number or classification.

3. Cultivate students' habit of accurate calculation. The new curriculum standard requires senior high school students to have the ability of data processing and calculation. Therefore, as a teacher, we must pay attention to the training and cultivation of students' computing ability, so that students can reasonably choose the operation approach when solving problems, learn to observe the characteristics of complex formulas and data, make appropriate deformation and simplification, and do the problem correctly at one time.

4. Cultivate students' habit of reviewing and reflecting after solving problems. In the investigation and study, it is also found that a large number of students have no habit of reviewing and reflecting on solving problems. They believe that as long as they do more problems and engage in sea tactics, their mathematical ability will naturally improve. Obviously, this idea is one-sided. If students only blindly pursue the number of questions without paying attention to the quality of the questions, in the long run, some types of questions will cause frequent mistakes, thus forming habitual mistakes. On the contrary, if students learn to review and reflect after solving problems, they can not only find and correct mistakes, but also avoid similar mistakes in future problem solving, thus improving the correct rate of students' problem solving. For example, there are five different math tutorials distributed to four students, and each student has at least one. How many different distribution schemes are there?

Student 1: First, choose four books out of five and give them to four students respectively, and the remaining 1 copies will be given to any of these four students, so that * * * will have (species).

Teacher: Do any students have different answers or ideas? At this time, most students in the class shook their heads. )

Teacher: If the number of books in the title is changed to 3 and the number of students is changed to 2, how many points should there be?

Student 2: By enumerating, we can get six distribution schemes.

Teacher: OK, there is no problem with the answer. If you use the above solution of student 1, how many points should you get?

Student 2: 12 kinds. (At this time, students can feel that there is something wrong with the solution of student 1. )

Teacher: Why is the solution of student 1 incorrect?

Student 3: There are duplicates in the distribution plan.

Through group discussion and reflection, it is finally found that the solution of student 1 is repetitive. At this time, let students use the mutual correspondence of elements to find the answer, as long as they divide by 2 on the original basis. For the above reflection process, students have a correct understanding of the counting principle of mathematics because they have figured out the wrong reasons, thus improving their problem-solving ability.

It is a good habit for students to review and reflect after solving problems. Only through review and reflection can students' mathematical ability be continuously improved. Without review and reflection, students' understanding ability cannot be improved from one level to another. Therefore, our teacher should guide students how to review and reflect correctly. For example, in the classroom, when explaining the examples in the textbook, students are required to tell what knowledge they have used, what methods they have adopted, what ideas they have embodied, and why they have done so. Is there any other way to solve the problem and so on. After each exam, students are required to write a summary and analyze the gains and losses of each topic. Why do they lose points? In daily homework, teachers consciously and purposefully select the question 1-2, so that students can use the knowledge points and thinking methods of this question to find similar questions in the teaching materials and summarize them. Teachers should check regularly after class and put forward their own advantages and disadvantages and suggestions for improvement. I believe that as long as students persist for a long time, they will certainly gain a lot and their ability to correct mistakes will be greatly improved.