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初中数学教学中,经常遇到这样的困惑:许多数学题讲了多遍,但个别学生仍一错再错。面对这些易错题,一味的批评与埋怨学生是没有效果的,反之,只有认真研究易错题的成因,充分利用这些易错题资源,及时改进教学方法,从而将易错题变废为宝,提高数学教学效率。一、数学“易错题”的成因分析1.数学概念模糊对基本概念的理解不深不透,对相近的概念混淆不清,导致解答错误或出现疏漏。例如,在解无理方程√2x+5-1=x时,
Junior high school mathematics teaching, often encounter such confusion: many math problems talked many times, but individual students are still a mistake. In the face of these mistakes, blind criticism and complain about students is ineffective, on the contrary, only seriously study the causes of error-prone questions, make full use of these error-prone resources, improve teaching methods in a timely manner, so that the error-prone turn waste into Po, improve mathematics teaching efficiency. First, the mathematical analysis of the causes of “error-prone questions” 1. Mathematical concepts of fuzzy understanding of the basic concepts are not thoroughly, confusing similar concepts, leading to errors or omissions. For example, when solving the irrational equation √2x + 5-1 = x,