首先介绍了对所教几名初二学生的一次实践教学案例,然后通过案例分析发现这些学生在数学错题管理方面的误区:为了完成任务而纠错;为了记住答案而纠错(或形式主义地纠错);对纠错的题目进行了思考却没有对有关知识点和解题技巧进行再一次的组织、分类和概括。接着提出结合实际情况对此次案例仔细思考并查询相关文献后,对教师的错题讲评的相应经验性建议。 First of all, I introduced a practical teaching case to the students who had been taught a few second grade students and then found out the misunderstandings of these students in the management of math problems through case analysis: the error correction in order to accomplish the task; the error correction (or form Doctrine of error correction); Reflections on the issue of thinking has not been on the knowledge points and problem solving skills once again organized, classified and summarized. Then put forward the actual experience of the case after careful consideration and query the relevant literature, the teacher’s comment on the wrong topic of the corresponding empirical recommendations.