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在初中数学教学中,教师害怕学生出现解题错误,对错误采取严厉禁止的态度是司空见惯的。在这种惧怕心理支配下,教师只注重教给学生正确的结论,忽视揭示知识形成的过程,害怕因启发学生进行讨论会得出错误的结论。长此以往,学生虽片面接受了正确的知识,但对错误的出现缺乏心理准备,看不出错误或看出错误但改不对,甚而弄不清错误的缘由。
In junior high school mathematics teaching, teachers are afraid that students have problem solving errors, and adopting a strict prohibition on mistakes is commonplace. Under this fearful psychological control, teachers only pay attention to teaching students correct conclusions, ignoring the process of revealing the formation of knowledge, and fearing that stimulating students to conduct discussions leads to erroneous conclusions. In the long run, although the students accepted the correct knowledge in a one-sided manner, they lacked psychological preparations for the appearance of mistakes. They couldn’t see errors or mistakes, but they couldn’t correct them. They couldn’t even make the mistakes.