新课程倡导生成性教学、探究式学习,而尝试、探究在给新课堂带来生机的同时,必然也会生成更多的差错资源。教师只有具备开掘与利用差错资源的教育智慧,才能在课改中激流勇进,扬帆远航。经验告诉我们,差错是学生的准经验,在数学教学活动中,学生是活动的主体,而学生犯错的过程就是一种对知识尝试和建构的过程,是兴趣不断被激活,思维不断被点燃,智慧不断升华的过程。因此,利用有效的错误资源,能促进学生对知识的理解与内化,有利于培 The new curriculum advocates generative teaching and inquiry-based learning. However, while trying to bring new vitality to the new classroom, it also inevitably generates more erroneous resources. Only teachers with the wisdom of digging and use of resources for education errors, in the curriculum reform in the brave, sailing voyage. Experience tells us that the error is the quasi-experience of students. In mathematics teaching activities, students are the main body of activities. The process of students’ mistakes is a process of attempting and constructing knowledge. Interests are constantly being activated and thinking constantly ignited. The process of wisdom constantly sublimation. Therefore, the use of effective error resources, can promote students’ understanding and internalization of knowledge, is conducive to training