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从信息论的观点看,教学过程也是一种信息传递的过程,即通过教师的讲授把信息传递给学生,再通过观察学生的表情,提问,作业,测验等渠道回收反馈信息。其间常能大量回收到学生因概念不清、思考欠周、推理失据、判断轻率、方法有误所出现的各类差错性信息。重视研究这类差错性信息,对教师改进教学极为有益,今以初中数学教学为限谈些浅见。
From the perspective of information theory, the teaching process is also a process of information transmission. That is, the information is passed to the students through the teaching of the teacher, and the feedback information is recovered through observing the students’ expressions, questions, assignments, and tests. During this period, it is often possible to collect a large number of error information that students have for various reasons such as unclear concepts, lack of thought, inaccurate reasoning, frivolous judgments, and erroneous methods. Paying attention to the research on this type of error information is extremely beneficial to the teacher’s improvement in teaching. Nowadays, the discussion of junior high school mathematics teaching is limited.