论文部分内容阅读
将学生在数学学习中的错误视作一种资源,并且积极地加以挖掘和利用,已经被越来越多的教师普遍认可。然而,在探索与实践错误资源的过程中,依然有教师难以彻底转变观念,对于学生产生的错误存在着抵制心理,不懂得怎样变错为宝。如何引导学生结合错误展开探究,进而分析错误、解决错误?本文结合笔者在教学实践中的一些思考与探索,谈一谈数学课堂教学中错误资源的有效运用。一、有意栽花花怒放——预设“错误”对于错误资源的运用,并不仅仅依赖于学生数学学习中错误已经发生之后再
It has been widely recognized by more and more teachers that the students’ mistakes in maths learning are regarded as a kind of resources and actively exploited and utilized. However, in the course of exploring and practicing wrong resources, teachers still have difficulty in completely changing their concepts. They are resistant to the mistakes made by students and do not know how to turn wrong. How to guide students to explore with errors, and then analyze errors and solve mistakes? This article combines the author in the teaching practice of some thinking and exploration, to talk about the effective use of the wrong resources in mathematics classroom teaching. First, the intention to be eager to flower - default “error ” for the use of the wrong resources, not only rely on students in math learning mistakes have taken place