Every primary school student will make mistakes in the process of learning mathematics, and these mistakes are also a wrong resource. Summing up experience from mistakes can turn mistakes into teaching resources, so setting up and using wrong questions is an important way to improve the quality of primary school mathematics teaching.
First, guide students to sort out the wrong problem books regularly.
First of all, teachers should guide students to summarize and sort out the wrong questions. First, write down the wrong problem and the wrong problem solution in the wrong problem book, mark the corrections with a red pen, then analyze and write down the reasons for the mistakes, then write down the correct solution in a standardized way, and finally write down the error-prone points, problem-solving skills and rules of the wrong problems to avoid repeating the same mistakes. For example, students' understanding of the countdown when studying the first volume of the sixth grade.
Title: Understanding of reciprocity.
In view of this mistake, teachers should guide students to describe the concept of reciprocal, such as 0.24×4, and let students express each formula in three ways.
Second, supervise students to effectively use the wrong book
In order to make the wrong textbook really play its due role, students must master the skills of using the wrong textbook. To this end, teachers should urge students to make good use of the wrong question book, urge students to read the wrong question book often, and do it again in their spare time, so that students can deepen their impression of the problem-solving ideas and knowledge points. If necessary, they should summarize the wrong questions in the wrong question book into a test paper and do it again before the mid-term or final exam. Because students have different foundations and wrong textbooks, teachers can regularly organize students to exchange wrong textbooks and learn from each other to avoid making the same mistakes. For example, when students are studying the first volume of the fifth grade, "Looking for Laws".
Title: What is the sixth number? How many sticks does the seventh number need?
Discrimination: I don't know where to break through this problem without mastering the analytical method. In this problem, the 1 th triangle uses 3 sticks, the second parallelogram uses 5 sticks, the third trapezoid uses 7 sticks, and the fourth parallelogram uses 9 sticks. According to the law, except for triangles, parallelograms and trapezoids, the order of parallelograms is even and the order of trapezoids is odd. So the sixth figure of the first question is a parallelogram. For the second bar number, the law is:
3×n-(n- 1) is arranged as 2n+ 1(n is the number of triangles). According to this rule, the number of the seventh graph is 2×7+ 1= 15 (root).
Third, the teacher regularly gives a comprehensive explanation of the students' wrong questions.
Teachers can regularly select key and typical wrong questions from students' wrong questions, diagnose obstacles according to the content of the textbook, and put forward corresponding measures, so that students can grasp the important and difficult knowledge of the textbook more firmly. For example, when students are studying the second volume of the sixth grade "Fractional Application Problem".
Topic: application of scores
In a word, wrong questions are beneficial measures to improve students' mathematics learning effect. According to the characteristics of primary school students, teachers should first guide students how to establish the wrong problem book. For example, for different types of questions and knowledge points, mark them with pens of different colors, and the topic, topic, analysis and correct problem-solving process can be seen at a glance. Secondly, we should guide students to make good use of the wrong books, urge students to sort out, browse and exchange the wrong books on a regular basis, and check them regularly. Finally, teachers should regularly explain the wrong questions in students' wrong books comprehensively, and collectively explain the wrong questions with typical significance, so that students can grasp the key knowledge points more firmly.
The wrong textbook plays an important role in primary school mathematics learning. Primary school students are in the primary stage of establishing and using the wrong textbook. Teachers should play a good role of supervision and encouragement in the teaching process, so that students have a kind of goodwill towards mistakes and play a good role in the wrong problem book.