First of all, analyze the causes of primary school students' math mistakes.
1, the calculation is boring, which leads to a lack of interest.
Calculation is mainly about dealing with boring numbers. In addition, most teachers don't connect with reality in computing teaching, which makes students feel bored and uninterested in computing problems. So they can't look at the problem comprehensively and accurately, can't analyze the problem carefully and patiently, and can't choose the algorithm correctly and reasonably. Start writing when the problem is unclear, and do not check after writing, which leads to calculation errors. Especially the concept and arithmetic of logarithm are boring, so the memory is not firm, and the concept of number is the basis of students' computational thinking activities. If students do not master the approximate arithmetic of logarithm well and comprehensively, they will often make calculation mistakes.
2. Lack of concentration and poor attention distribution.
Attention is the direction and concentration of psychological activities on an object, and it is the basis for people to observe carefully, remember well, think correctly and create imagination. The research of child psychology shows that the concentration and stability of primary school students' attention, the ability to allocate and divert attention are not yet mature, and the inability to allocate attention is one of the characteristics of primary school students' attention. When they are asked to focus on two or more objects at the same time, they often pay attention to one thing and lose sight of the other, resulting in calculation errors.
3, repeated practice for many times, resulting in fixed thinking.
Thinking set is a kind of "inertia" of thinking, which has both positive and negative effects. Positive effects promote the transfer of knowledge, while negative effects interfere with the learning of new knowledge. Due to the influence of repeated exercises of a certain kind of exercises, students are preconceived and form a mindset, which often affects calculation and forms psychological obstacles.
4, mathematics is not understood, and the foundation is not solid.
Many students do not pay attention to the understanding of arithmetic when learning calculation, but follow the calculation program mechanically, do not understand the basic principles implied in the calculation process, and simple imitation is the main reason for students' mistakes.
Second, the training strategy of primary school students' mathematical error correction ability
1, teaching students the method of fine inspection.
As the saying goes, "it is better to teach people to fish than to teach them to fish." Method is the key to learning to test. Some students want to take the exam but don't know how. They can go anywhere they want. There is no systematic standard test method. In order to improve students' test ability, the author will summarize different test methods for students in each review.
(1), fill-in-the-blank method.
Read word by word with your fingers to see if there are any omissions or mistakes in the blanks.
(2) In case of fill-in-the-blank questions that need to be calculated, the questions should be re-examined and re-calculated.
(3) In case of filling in questions greater than, less than or equal to, recalculation should be made when calculation is needed, and then comparison should be made.
(2) Test method.
Read the questions word for word and circle the key words.
Give examples to prove (speak with facts) that the viewpoint in the topic is correct or wrong.
(3) Conceptual, pay attention to whether the scope or area description is complete.
(3), check the calculation method.
(1) The oral math problem needs to be rewritten.
(2) The calculation questions should first look at whether the numbers of each step are copied wrong, or copy the questions again and calculate them in the exercise book.
(3) Pay attention to re-observe the characteristics of numbers in simple calculation, look back at each step, whether it can be simplified twice, and pay attention to whether the numbers in each step are written correctly.
(4) To solve the equation, first check whether the word "solution" is written well, and then think about whether the basis for solving the problem in each step is correct and whether the numbers are copied correctly.
(4) Inspection method for drawing problems.
(1) Read the requirements of the topic and see if you draw as required.
(2) When encountering the drawing problem of scaling up or scaling down, it is necessary to calculate whether the scale is correct and whether the number of squares is drawn correctly.
(3) when drawing a circle, be sure to check whether the center, radius or diameter of the circle is marked as required.
④ Pay attention to whether the drawing of dotted line and solid line is correct.
(5) Integrate into life and solve the problem of inspection methods.
(1) Read the topic again first, check whether the method is correct and outline the key points.
(2) Check whether the numbers in the column are copied correctly.
③ Check whether the calculation is correct.
(4) Check whether the unit and the answer are correct and complete.
2, adopt different forms, moderate error correction.
In order to reduce the occurrence of problem-solving mistakes, teaching should focus on places that are easy to make mistakes and are not easy to be taken seriously. The following methods can be used for error correction.
(1) focuses on student activities, and combines individual error correction with collective error correction. For the mistakes in solving problems, find the reasons for the mistakes, seek the correct answers, and conduct personal self-examination. This is conducive to deepening understanding and cultivating students' ability of self-examination and self-evaluation. Collective error correction is mainly based on study groups, with collective wisdom and strength to consolidate knowledge and correct mistakes. This is conducive to giving full play to students' cooperative spirit and intellectual potential.
(2) Teachers' guidance, students' participation and multi-channel error correction. According to the difference of the number of people who make mistakes in solving problems and the level of personnel, individual counseling is given in time and error correction is dispersed; Sometimes collective error correction is needed.
(1), build an error analysis course to enhance the purpose of error correction. Teachers should consciously record the mistakes made by students in learning a certain part of knowledge for a period of time, and sort them out for error analysis. In teaching, the teacher first gives examples of mistakes purposefully, so that students can explore the causes of mistakes and point out them, and teachers and students can correct them together. Secondly, the teacher and the students answer a question together. The teacher predicts the mistakes that the students are prone to make and tries to solve them deliberately to see if the students can find out and understand their alertness when solving problems. Third, let the students practice independently, and finally the teacher summarizes the reasons for the mistakes. In order to prevent students from making fewer mistakes in solving problems, teachers should formulate corresponding countermeasures according to various mistakes.
② Set "traps" to improve the ability of error correction. Setting "traps" in mathematics teaching aims at students' mistakes in judgment, demonstration, calculation and problem solving caused by their incomplete understanding of some mathematical concepts, laws, theorems and formulas, and selects some confusing topics in a targeted manner to examine students' understanding and mastery of knowledge, so that students can learn lessons in the process of "falling into" and "getting out of" misunderstandings, thus.
(3) Conduct an error correction competition to enhance the interest in error correction. In order to improve the efficiency of error correction, teachers should choose a certain number of clearly defined wrong questions and organize them in the form of competitions. This is not only a novel and lively form, but also the integration of knowledge teaching and ideological education into games and entertainment, which is conducive to improving students' interest and competitiveness in correcting mistakes and fully embodying collective wisdom and personal ability.
In short, "wrong solution is the mother of success, and error correction is the journey of success". Let students form the habit of correcting mistakes, avoid previous mistakes, strengthen correct knowledge, cultivate a good way of thinking in a subtle way, cultivate students' meticulous spirit, and lay a good foundation for future study and life.