Some children's handwriting is really ugly. Look at his homework, there are weeds, running script, regular script, irregular references, patchwork, really beyond recognition! For example, in math problems, some students write 3 as 5 or 5 as 3. Such mistakes abound! This makes a lot of mistakes!

The second type: the child's practice is not skilled enough!

More obvious, such as the calculation problems in mathematics, generally speaking, the method of calculation problems is relatively rigid. As long as children master the method, they can get the correct answer better. However, there is a proficiency. Some children may be more handy because of their strong understanding ability, and they can better master and be more skilled in the calculation process. There are also students who practice many topics and are relatively skilled;

But some students have not reached a certain level of proficiency, only know the calculation method, which takes a long time, so just do it right! During the exam, because of nervousness, or because the topic is inexperienced, the mind is not practical, which often leads to children's mistakes! The third type: the child does not really understand the content explained by the teacher, and may just be in a state of incomprehension!

Some children make mistakes in doing problems, probably because they really don't understand knowledge and are in a state of incomprehension! During the teacher's explanation, the child felt that he had understood and mastered it. In fact, this is just a kind of self-identity of children. Subconsciously, children feel that they have understood, but the mastery of every knowledge is a process from thinking cognition to application practice. In the process of the teacher's explanation, the child then constructs a certain cognitive mode of thinking in his brain. To understand and master thoroughly, he can master it skillfully through certain application practice!

And some students belong to the category of low thought, or the mode of separation of thought and action! Therefore, the content is not fully mastered, and it is not consolidated immediately after class, which will naturally lead to unskilled and incomplete knowledge points! There are naturally many loopholes when doing problems or exams at ordinary times! The first type: problem-solving skills and methods are not in place, and there is no good habit of doing problems!

This is also a reason why children make mistakes, and it is a common phenomenon in children's learning! For example, in the mixed operation of addition, subtraction, multiplication and division of rational numbers, some children always like to do oral calculations and skip when calculating, which is particularly prone to mistakes;

For example, to solve a linear equation with one variable, the denominator should be removed first, and then the brackets should be removed step by step. However, some children directly remove the brackets after removing the denominator, and then merge after moving items, which is divided into two steps. However, some children will move items and merge similar items at the same time. According to my observation, this will greatly improve the children's error rate, especially in exams.

The reason why this problem occurs has a lot to do with children's computing habits. Some children have developed the habit of mental arithmetic in primary school, and it is not easy to change it for a while. Others don't want to write too much, and they all like to skip. But the reality is that the time they spend on mental arithmetic is different from the time they don't skip! Jumping steps increases the difficulty of brain operation, and not jumping steps will reduce the whole mental activity and improve the operation speed! The key is that the correct rate of students doing problems is much more stable without skipping!