When there are similar problems with similar shapes and meanings, but different characteristics and essential contents, students are easily confused by similar factors, resulting in the "illusion" of information perception, leading to errors in identification and then problems in solving. In addition, because we don't fully understand the meaning of the question and grasp the spiritual essence of the question, we start to do it with a little knowledge, which is easy to make mistakes. The main reason for misjudgment is "illusion", that is, under the influence of past experience or some psychological factor, two problems with similar appearance and different characteristics are confused, which leads to misjudgment. Therefore, the main method to prevent discrimination errors is to use contrast teaching, and often compare easily confused concepts, formulas and problems.

Second, forgetfulness and mistakes

In the process of storing information, due to various reasons such as physiology, time, review amount, etc. , the stored information disappears or the information connection is interrupted, thus "forgetting the head and forgetting the tail", resulting in forgetting errors. The main reason for this kind of mistakes is that people's short-term memory ability is weak, which leads to memory failure. In addition, it is often related to improper attention distribution, resulting in vague or incomplete memory. That is to say, when solving a problem, attention is often focused on the key point of the problem, but in the seemingly relatively minor part, it is not so absorbed and taken lightly, resulting in mistakes. Therefore, when solving problems, students should be trained to control their emotions, allocate their attention reasonably, prevent short-term forgetfulness from interrupting information contact, and ask students not to look around when solving problems.

Third, widespread mistakes.

In the process of processing information, students often see one side of the problem and ignore the other side of the problem, which leads to widespread mistakes. The main reason for many mistakes is the lack of careful thinking. Preventing such mistakes is mainly to help these students overcome their carelessness and lack of understanding. In their usual problems, exercises and homework, they can often distinguish some similar concepts, or they can deliberately make mistakes for students to check, or teachers should often educate students to make them realize that mathematics is a rigorous subject and cannot be sloppy.