It has both positive and negative effects on the present study.
In the activities of primary school students learning mathematics, they often encounter the negative influence of students' mindset. What are the reasons and how to overcome them?
First, the mentality 1 reasons for the negative impact. Interference with the concept of daily life.
For example, in the teaching of basic geometry knowledge, students are often easily influenced by the life meaning of words. If the life meaning of words is consistent with the scientific meaning of geometric concepts, it is beneficial to the formation of concepts, and vice versa.
For example, "vertical" is always drooping in everyday concepts, and it is from top to bottom. Therefore, when students accept that "the point outside the line is perpendicular", due to the interference of daily life experience, they can only understand the situation that the point is above and the line is below, thus creating the illusion that the point cannot be perpendicular in other directions.
2. Interference of the original writing format.
Different knowledge contents have written requirements in a standardized format. For primary school students, due to the lack of critical and pioneering thinking, they are often easily disturbed by the wrong writing format and show inadaptability in a short time. Common mistakes are: ① When calculating decimal multiplication, what is the reciprocal of column vertical ②4? The column formula is 4 =1/4; ? ③ Decompose 60 into 2x2x5x5 = 60④ The solution equation is influenced by recursive equation: 4x = 80 = 80/4 = 20 and so on.
3. Interference from existing knowledge and experience.
Restricted by age and cognitive psychology, primary school students do not understand the essential attributes of mathematics deeply and are easily confused by non-essential attributes. Because of the accumulation of existing knowledge and experience, they are prone to thinking obstacles to the new knowledge behind them.
For example, when comparing the actual number (quantity) of junior students' study, Xiaoming is taller than Xiaoying 13cm, and Xiaoying is shorter than Xiaoming 13cm. When comparing the academic achievements of senior three students, I was disturbed by previous knowledge and saw that the number of A was 25% more than that of B, so I mistakenly deduced that the number of B was 25% less than that of A. ..
4. Interference of existing cognitive strategies.
It is a shortcut to improve teaching efficiency to let students learn new knowledge by using the transfer law and deducing the existing knowledge. Positive transfer in the process of thinking can enlighten learning, but the negative impact of cognitive strategies on subsequent learning can not be ignored. If a student does this calculation, the reason for the mistake lies in the influence of the law of addition and subtraction with fractions: "the integer part and the fraction part are added and subtracted respectively", and the result goes astray.
5. New knowledge interferes with old knowledge.
For example, after several rounds of carry addition, there is no carry addition, and some students are still adding after the previous 1. That is, the previous calculus experience formed a dynamic, which dominated the current calculus thinking and made mistakes. For another example, learning the formula for calculating the square area has a negative effect on the calculation of the square perimeter, and some students can't tell the scope of application of the formula.
6. The interference of teachers' teaching habits.
Some teachers' teaching habits sometimes become the source of negative stereotypes. Because of their simple knowledge, teachers in lower grades often teach according to fixed ideas (patterns), and students passively repeat certain exercises according to certain procedures. Psychological experiments show that repeated stimulation of the brain by a single information will produce thinking inertia, which will inevitably lead to the negative effects of perceptual deviation and stereotype. For example, when teaching the division application problem in the second grade, a teacher made such a summary: when calculating the division formula, the big number is always divided by the small number, so that students think that "3 yuan spends money to buy six pencils, how much is each pencil on average?" The column "3÷6" is wrong.
Second, measures to overcome the negative impact of mindset 1. Construction promotes adjustment.
The influence of negative psychological factors is produced with the expansion and renewal of cognitive structure, and is gradually partially overcome with the renewal and improvement of cognitive structure. Only construction can be conducive to "assimilation" and "adaptation" and help to eliminate the negative influence of mindset. For example, when teaching perimeter and area, ask students to compare the areas of A and B in the picture on the left. Whose circumference? In case students are affected by the incorrect experience of "big area, long week". Therefore, teachers should help students expand and improve the original cognitive structure in time.
2. Variation prevents generalization.
Students tend to induce similar stimuli, which requires the application of different laws to organize learning.
For example, in the teaching of "top" and "bottom", we can draw isosceles triangles in different positions, so that the bottom is the upper and right positions of the vertices. Through these variant graphics, students will eliminate the stereotype interference that the "bottom" must be below the "top", prevent thinking from being rigid, and thus correctly understand the essence of the concepts of "bottom" and "top" in geometric graphics.
3. Compare and remove obstacles.
Only by comparison can we identify, and only by identification can we avoid the negative impact of stereotypes and eliminate interference in the bud in time. Teachers should be good at guiding students to use comparative methods, through comparative analysis, find out similarities and differences, find out problems, and let students distinguish the factors that can be used from those that are easily confused. This is the most effective method.
For example, "A wire is 5 meters long. (1) Cut off1/2m, how many metres are left? ② How many meters are left after cutting off 1/2? "
It can inspire and guide students to actively participate in comparison and improve their enthusiasm to consciously overcome negative effects.
4. Feedback is conducive to strengthening.
Generally speaking, under the guidance of teachers, the mistakes made by students in the initial exercises are easier to correct and overcome.
Therefore, teachers should promptly correct students' bad thinking habits and strengthen correct thinking methods. 5. Reflection on overcoming inertia.
In teaching, we should help students form the habit of reflection and evaluation, and be good at evaluating and reflecting on strategies and methods. It can make students unconventional and inflexible, and accelerate the optimization and smoothness of thinking. (1) Encourage students to think more, think more, be good at thinking and know how to think. For example, when teaching 4600÷ 1500, students can be inspired to think: ① How to calculate simply?
② Is the remainder 100 or 1? ? Why? ? This can improve the depth and quality of students' thinking.
(2)? Multi-angle and multi-direction problem solving. When solving problems, students often think about mathematical problems according to their own habits, and students should be encouraged to change their thinking direction from multiple angles in teaching. Comparing the sizes of 2/ 17, 3/ 19 and 5/23, we can find another shortcut by unifying molecules, thus overcoming the dependence, rigidity and inertia of thinking and improving the flexibility of thinking.
6. Breakthrough promotes creation.
Negative mentality will inhibit students' creative thinking activities, stifle students' problem-solving ideas, hinder students from discovering new things, which is not conducive to learning and creation. Therefore, in teaching, we should pay attention to guiding students to break through the shackles of habitual thinking patterns and old rules, stimulate students to develop problem-solving ideas, and cultivate fluency and creativity in thinking. If a 3000-meter-long highway is built, two-fifths of the total length can be completed in four days. According to this calculation, how many days will it take to finish the work? "Can be directly formulated as 4÷2/5-4=6 (days).
In addition, the effect of mindset is also closely related to students' learning attitude. If students take the initiative to marry with positive thinking, they will be prepared to overcome stereotypes consciously, which will help to establish, develop and strengthen positive thinking patterns and achieve the purpose of developing mathematical thinking ability.