During the study of primary school mathematics course, no matter whether the answer to the question is correct or not, it is obtained through one's own efforts, which is essentially a kind of labor achievement. Only through the process of making mistakes and correcting can students deepen their understanding of knowledge and master correct problem-solving methods and skills. It can be said that mistakes are an important part of teaching content. Teachers should have a correct view of students' mistakes. Blaming and criticizing blindly will only hurt students' self-esteem and enthusiasm. Based on this, the effective use of error resources can help students find out the causes of errors, then correct them and avoid making them again, thus serving the teaching process. According to the analysis, using the wrong resources has the following functions:
First, improve the ability of inquiry.
On the one hand, error resources can break through the limitations of teaching and complement and improve the content of teaching materials; On the other hand, it can guide students to think and promote the transformation of knowledge from one-way teaching to two-way communication. During teaching, teachers should clearly put forward the key points and difficulties. Once students fall into the error trap while mastering knowledge, teachers should help students save themselves through teaching and guidance, avoid repeating the same mistakes and improve their inquiry ability.
Second, cultivate cooperation ability. For primary school students, it is generally believed that the mathematics course is difficult, which is reflected in the high error rate. The reasons for the specific analysis errors are mainly that the basic knowledge is not solid and the thinking ability is insufficient. Faced with the wrong resources, students should cooperate with each other and learn from each other to achieve the goal of * * * and progress. For teachers, mistakes can expose teaching defects and help to improve teaching content, thus consolidating basic knowledge and improving thinking ability.
Third, broaden the horizon of thinking. Making mistakes in mathematics learning is inevitable, and using the wrong resources is conducive to cultivating students' innovative ability. Teachers can start with the wrong resources and adopt the method of turning the wrong knowledge points into bright spots, thus expanding their thinking horizons. Using the wrong resources in this way can realize the innovation of knowledge and ability and promote the improvement of teaching level.
Second, allow students to make mistakes.
1. Change the fear of making mistakes
In primary school mathematics teaching, teachers are leaders and organizers, which have an important influence on the teaching effect. In the face of wrong resources, we must first establish a correct understanding and regard it as an integral part of teaching resources. According to some surveys, teachers are generally afraid of students making mistakes, and think that this is a reflection of poor teaching effect, and this psychology will be passed on to students.
A questionnaire for primary school students shows that among the students in the lower, middle and upper grades, 46.5%, 56.7% and 62. 1% are afraid of making mistakes in mathematics learning, respectively, and this proportion is increasing with the improvement of grades. This kind of psychological learning, students' lack of enthusiasm, will also affect the classroom atmosphere. In this regard, it is the first step for teachers to change their fear of making mistakes. Teaching should be student-centered, not score-centered, and this psychology should be passed on to students to improve their learning enthusiasm.
2. Correct and avoid mistakes.
Under the psychological influence of fear of making mistakes, teachers may avoid making mistakes, which is usually manifested in two ways: first, students simply criticize students after making mistakes instead of looking for reasons and correcting them in time, of which 20% teachers often criticize and 50% teachers occasionally criticize. After being criticized, students are afraid of making mistakes, and then they don't answer the teacher's questions in class, which affects the learning effect. The second is to ignore students' mistakes directly, not to evaluate them after making mistakes, and let other students answer again. This is a kind of denial and blow to students. Because in the eyes of students, teachers have no chance to defend themselves, which will seriously dispel their enthusiasm for learning. In this regard, teachers should correct this behavior, tolerate and listen to mistakes, help students analyze the causes of mistakes, and urge students to face them positively.
3. Establish the concept of cherishing mistakes
Cherishing mistakes and skillfully using them are the highest level for teachers to treat wrong resources, and whether the methods to deal with mistakes are appropriate often affects the success or failure of teaching activities. In this regard, first of all, teachers should establish correct misconceptions and tolerate mistakes. As the saying goes, learning from mistakes creates a relaxed atmosphere for teaching activities. Secondly, improving the ability to control mistakes can stimulate students' interest from mistakes, shift their focus to teaching guidance, and realize personal dignity and educational happiness.
Third, make full use of mistakes.
1. Attempt error.
Compared with teaching achievements, mistakes are more real and can reflect the learning process and learning ability, so they are closer to students' lives. When designing course introduction, teachers can set traps for students to make mistakes, which is the starting point of teaching content. Students with questions about why they make mistakes will improve their enthusiasm for learning and increase their attention in class. In addition, the teaching design of error resources generally includes two kinds: one is the principle of gentle slope, which reduces the difficulty appropriately to reduce errors; The second is to cross the principle, deliberately guide students to make mistakes, stimulate students' thinking through error correction, and master problem-solving skills. In the specific use, teachers should make reasonable choices according to the course content and teaching objectives.
2. Identification error
Analysis of the same characteristics of wrong resources, that is, secrecy, is reflected in the wrong judgment of the correctness of resources or the wrong judgment of teaching value. Simple mistakes can be solved by students themselves; Individualized errors can be solved by students themselves; Difficult mistakes can be discussed together in class as an important part of teaching activities. From two examples, topic one: the school organizes a spring outing. It is known that there are 4 grades of each grade 100, and there are still 2 grades of ***300 people who have not left. How many people are there in this spring outing? Topic 2: The school organizes a spring outing. It is known that there are 100 people in all grades, and there are 150 people in all grades who have not left. How many people are there in this spring outing? In the answer to the second question, many students calculated it according to 3× 100+ 150. In view of this mistake, teachers can compare the two topics, especially highlighting the words "* * *" and "every", so as to clarify the reasons for the mistake. In this way, students will not make the same mistakes when facing the same type of problems in the future.
Fourth, prevent mistakes.
1. Summarize the mistakes in time.
For the wrong question summary, the wrong question set is mainly used to record the wrong questions. After entering the second grade, students are required to prepare a set of wrong questions, record valuable wrong questions, analyze the causes of the mistakes and put forward correct solutions; For topics with different solutions, you can mark other problem-solving ideas next to them. Hand in the teacher's check every week, make sure to summarize the mistakes in time, and improve the problem-solving ability by deepening the impression. In order to avoid students' antipathy, we should organically combine study habits with the use of wrong problem sets and arrange special time to summarize wrong problems.
Step 2 prepare the wrong test paper
After students make mistakes and correct them, it is necessary to rely on the test paper to test the learning effect and see if students will make mistakes again. In practice, teachers can collect students' representative wrong questions, integrate these questions according to the types of simulated test papers, and set reasonable questions and scores.
General questions include selection, filling in the blanks, calculation, application and other types, with a full score of 100. This kind of teaching can improve the pertinence and review efficiency, reduce the burden of schoolwork and achieve good teaching results.
Verb (abbreviation of verb) conclusion
To sum up, in the process of primary school mathematics teaching, the effective use of wrong questions resources can improve students' inquiry ability, cultivate cooperation ability and broaden their thinking horizons. This paper points out that students should be allowed to make mistakes (change their fear of mistakes, correct their behavior of avoiding mistakes, and establish the concept of cherishing mistakes) in the use of wrong resources, and then make full use of mistakes (try and identify mistakes). Finally, mistakes can be prevented by summing up mistakes in time and compiling wrong test papers, hoping to provide some reference for the development of teaching activities.