Du Yu county lingbei town central primary school zhongqun

Error is an accompanying product of students' learning process, a learning resource with special educational function and a valuable teaching resource. In the process of teaching, tolerance of students' mistakes, good use and correct and ingenious guidance have effectively improved teaching efficiency and promoted students' all-round development. At the same time, make "mistakes" beautiful and make the classroom more exciting. In many classes, our teachers are often satisfied with the students' triumphant progress, intoxicated with the students' perfection, and regard the students' mistakes as a scourge, so they tend to overlook another wonderful thing: "mistakes in teaching and learning", which has been unconsciously and ruthlessly "squandered" by many of our teachers.

In the eyes of students, "mistake" means failure and shame. Many students associate mistakes with shame. It is worth noting that the number of students who think mistakes are a shame increases with age. Because of this, students are very worried about making mistakes, and even some students have a sense of fear. Many students are afraid of making mistakes and being discriminated against by their classmates, so they dare not speak in class.

In fact, it is normal for students to make mistakes, and the key is how we treat them. In teaching, I regard students' mistakes as rare resources and make use of them, so that the classroom becomes meaningful and vital because of mistakes.

First, use it skillfully to make mistakes show their charm.

Teaching is not a lack of educational resources, but a lack of eyes that are good at discovering. Making mistakes is not terrible. As long as we find mistakes in time and develop and use them as a rare generating resource, mistakes can become a good medicine to develop students' learning ability. In classroom teaching, there is often a phenomenon: some students make mistakes in the process of solving problems, others say he is wrong, and he thinks he is right. After constant practice, he will know his mistakes and correct them. For students' mistakes in class, teachers should not rush to explain and tell the results, but throw them at students as valuable educational resources, guide students to distinguish from different angles, give students some time and space to study and debate, and let students analyze and refute, understand and internalize knowledge in the debate.

1, error correction.

The ideal classroom is a real classroom, and students often make mistakes in answering or understanding. Teachers should not rush for success, do not judge right or wrong easily, let alone block students' mouths with a "wrong" word, or personally hold the correct answers in their hands, but make rational use of these mistakes, which can add some beauty to teaching.

For example, the problem I solved in teaching volume two-seeking more (less) one. The title of Example 3 is this: Xiaoxue has 12 red flowers, Xiao Lei has 8, and Xiaoxue has more than Xiao Lei. When guiding students to understand the meaning of each number in the formula 12-8=4, many students understand that 8 is Xiao Lei's 8 red flowers. I didn't deny their answer, so I took my time, didn't I? Attention, children. Now I will take down eight pieces of primary school furniture representing Xiao Lei. Do you agree? (The teacher takes down eight pieces of primary school furniture representing Xiao Lei) Why? After I took away the school tools, the students immediately realized. The 8 subtracted in this way is not Xiao Lei's 8 red flowers, but Xiaoxue's 12 red flowers. We have removed as many 8 red flowers as Xiao Lei, so we can calculate that Xiaoxue has 4 more red flowers than Xiao Lei. I didn't waste my breath in this teaching session, not only solved the meaning of 8, but also once again let the students understand why subtraction is used to calculate a problem with more than one number.

2, relying on "mistakes" to improve students

From the perspective of psychology and pedagogy, it is inevitable for students to make mistakes because of their physical and mental characteristics and cognitive level. As a teacher, first of all, we should respect, understand and tolerate students who make mistakes in line with the people-oriented concept of subject education, and don't reprimand or dig at students. In this way, students will feel comfortable and full of emotions in class, without mental stress and psychological burden. In this case, students have the most active thinking and the strongest practical ability. Imagine how students can become creative talents who dare to speak and do because they are always nervous about making mistakes and afraid of teachers' criticism.

In the class of "finding the law" in the first grade of primary school, I designed such a topic: 1, 2, 4 apples have been placed in the first three side-by-side boxes respectively, and it is required to add apples to the box behind. The first child came on stage, and the answer was: 7, 1 1, 16. The rule is that the difference between the number of apples in the previous two frames is 1, 2, 3 … increasing one by one; The second child also played, and the answer was: 8,16,32. The rule is that the number of apples in the previous frame is the number of apples in the next frame. After the two students finished speaking, I had all the answers I wanted. I was just about to stop. I didn't expect another child to raise his hand. Although I doubt it, I invited him. I saw him rewrite the numbers in the original question on the blackboard: 1, 2, 4. When the answer came out, the whole class burst into laughter. The student is embarrassed. I didn't kill this solution with a stick, but I told the student to stop laughing and then let him talk about his own problem-solving ideas. He said: "The number of apples repeats every three frames." . Yes, it's too simple, but how can it not be "Fa"? Other students listened to this student's idea and thought it was ok. "Wrong" and "right" are relative. We can't grasp the "standard answer" in our hands. If we have one more yardstick for evaluation, we may have one more surprise. Children's thinking is unique and wonderful.

3. Make good use of mistakes and inspire students to explore independently.

The value of mathematics lies not in imitation but in innovation, and the essence of mathematics is not skill but thought. Mathematics learning is not only a process of following instructions, but also a process of self-construction by constantly using one's own knowledge and experience. What students need is not to copy others' mathematics, but to construct their own mathematics. In other words, students should discover or create what they want to learn in mathematics learning, and the task of teachers is to guide and help students to do this re-creation, rather than instilling ready-made knowledge into students. Therefore, teachers should take measures to correct mistakes in class, give students a chance to reflect, guide students to seriously review and analyze their own problem-solving ideas, and let students understand why they made mistakes in the process of reflection and avoid repeating the same mistakes.

For example, in the problem-solving exercise: saw a piece of wood into five sections, each section takes 4 minutes, how many minutes can it be sawed? At first, the students said in unison without thinking, "20 minutes." I thought for a moment, if I insist on teaching my methods to students, they may not learn well, and I am still tired of teaching, so I might as well leave the problems to them to solve. I am very excited. Is it really 20 minutes? Who can find a way to prove that his answer is correct? So, some people take paper to fold, some people use sticks to fold, some people draw and analyze, and some people make lists. Through various forms of inquiry activities, they find out the causes of mistakes and come up with solutions to such problems, so that students' potential can be brought into play and their wisdom can converge and collide.

In real classroom teaching, it is impossible for students not to make mistakes. It is precisely because of such mistakes that classroom teaching is more exciting and more real. Because teachers can not only adjust classroom teaching in time by excavating students' error resources, but also guide students to explore actively by using students' error resources.

Second, consolidate and strengthen, and don't make mistakes again.

The ultimate goal of using "error resources" is to make mistakes not repeated and mistakes not repeated. In the teaching process, teachers should not only guide the application, but also consolidate and strengthen students' cognition, establish a knowledge system in students' minds, so that students will not make the same mistakes again, and correct themselves in time when mistakes occur, so that mistakes will not happen again. The following is the "error correction trilogy" I usually use in teaching.

Step 1: Each student prepares a math error correction book and extracts his typical mistakes on weekdays, that is, establishing an error file, collecting original cases of errors, and correcting and correcting mistakes in time. This is the conventional error correction method. However, teachers should also make full use of students' error correction books. When correcting face to face, students can hold the error correction books in their hands, analyze their own reasons and thinking methods, and express them completely in their own language, so that teachers can know students' loopholes in time.

Step 2: Divide the error correction book into three columns: symptoms, treatment plan and treatment result. The column of symptoms is mainly to extract my usual typical mistakes. The column of treatment scheme is students' reflection on the causes of errors. The treatment result is to record the correct results through their own reflection and sort out the same causes of errors, which can urge students to reflect more deeply, instead of using superficial reasons such as "I was careless and I miscalculated" to analyze the causes of errors, and guide students to analyze and study the causes of errors, find a good way to treat "errors" and talk about them while recognizing them. For example, when these calculation questions ()-24 = 31()+12 = 60 ()-15 = 40 ()+34 = 40, some students' answers are very interesting. (74)+34 = 40 (7)-24 = 31(72)+12 = 60 (25)-15 = 40 Error analysis Students only see the operation symbols, but don't think about what the numbers in brackets represent in the formula, and they don't even fill them out. Then give the correct answer in the processing result reflected by the students. In this way, students will often look through the corrected books and see the mistakes at a glance, and the probability of making mistakes will be greatly reduced.

Step 3: Communicate with each other in error correction, sum up the same error causes and wrong questions with high error rate, and accumulate with each other, and change the past "as long as one mistake is always wrong" into "as long as one mistake is broken, it can't be repeated", so that students can make mistakes and improve constantly. After the "three-step error correction", students can completely correct errors and make up for leaks.

Reflection helps to understand the essence of the problem and improve the ability. Good mathematical problem consciousness is cultivated through reflection and summary. Children often look through correcting books, and mistakes will be clear at a glance, and the chances of making mistakes will be greatly reduced. Of course, in the early stage of the establishment of the revised edition, teachers should do more collective reflection to improve students' ability to correct mistakes and be able to reflect deeply, instead of using superficial reasons such as "I was careless, and I was careless when I miscalculated" to analyze the causes of mistakes. By guiding students to analyze and study the causes of errors, we can find a cure for "errors", that is, we can correct mistakes when we know them, and prevent them when we know them, which makes up for students' shortcomings in algorithm and improves calculation and solution. We still have a lot to think about and explore in this respect.

Third, change ideas and let mistakes reflect value.

Errors are the concomitant products of students' learning process. The mistakes in students' learning are a kind of learning resource with special educational function and a valuable teaching resource, which comes from students' learning activities themselves. If fully and reasonably used, students can not only feel their own changes and growth in the classroom, but also experience the dignity of personality, the power of truth and the fun of communication, and promote the development of students' cognition, ability and emotion. Therefore, as teachers and students, we should first realize that mistakes are inevitable, respect, understand, tolerate and even encourage students (classmates) who make mistakes, and don't scold, dig at or laugh at students (classmates). And dare to express their opinions, so that their thinking results can be fully exposed, thus promoting the original progress of teaching activities.

1. Create an atmosphere so that mistakes are no longer terrible.

Teachers should fully develop teaching democracy, strive to create a tolerant and supportive classroom atmosphere, and let students truly and independently show their learning process. As a teacher, we should put down our airs and establish a democratic, equal, harmonious and harmonious relationship between teachers and students, so that students can dare to expose their thoughts and express their opinions. In class, I implemented the "green light" measures to deal with students' mistakes and advocated "think about it, you still have a second chance; The answer is incomplete, which makes you rethink; Different opinions allow arguments; Allow free discussion and interruption ",etc. This "green light" effectively protects students' self-esteem and fully respects their personality. In this way, students don't have to worry about being scolded by the teacher for answering the wrong questions, and they don't have to worry about being laughed at by their classmates. They study in a democratic atmosphere, have active thinking, dare to say and do, dare to ask and dare to innovate, put themselves into their studies with a healthy and upward emotional attitude, realize the fun of learning, and have a harmonious relationship between teachers and students.

2. Diversification of teaching objectives

When there is an error between the initial goal preset and the later actual teaching, it will bring about the repositioning of the goal. The whole process is open and constantly adjusted, from making use of classroom "mistakes", adjusting the classroom in time and generating goals.

3. Flexible teaching content

Presupposition students' initial "wrong" information, and make flexible selection, flexible arrangement and dynamic modification of teaching content. According to the teaching content, I presuppose that students may make "mistakes", adjust the teaching content appropriately, change the teaching order appropriately, advance some teaching content, postpone some teaching content, increase or decrease some content appropriately, reduce some content that students can't teach at all, let students learn by themselves after class, and add some content that is useful to reduce mistakes but not arranged in the textbook.

"Mistakes" are deviations and mistakes made by teachers and students in the cognitive process, which are inevitable in teaching. We don't have to worry about students' mistakes all day, but try our best to prevent and correct them. It is not very wise to take precautions and make up for it. When teachers encounter "mistakes" in teaching, they should treat students' mistakes with a tolerant attitude, calmly analyze the causes of mistakes, effectively tap the innovative factors contained in mistakes, help students break through thinking obstacles, guide students to correct flexibly, guide students to reflect and learn from them, and constantly move from "mistakes" to "correctness" and success.