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学生在数学学习中的错误归因不外乎三种:知识本身的难度、学生的主观学习和教师的教学行为。其中,教师的课堂教学行为是影响学生数学学习结果的重要方面,恰当的教学能有效减少学生学习错误的发生。下面以体积单位学习为例,通过对出现错误的学生进行访谈,分析产生错误的真正原因,从而提出相应的教学改进策略。错误现象一:1.一只手机的体积大约是50(cm~2)2、棱长为6分米的正方体的表面积和体积相等。错因分析:学生把面积单位和体积单位概念混淆,
Students in the maths learning errors attribution is nothing more than three: the difficulty of knowledge itself, the students ’subjective learning and teachers’ teaching behavior. Among them, the teacher’s classroom teaching behavior is an important aspect that affects the result of students ’mathematics learning. Appropriate teaching can effectively reduce the students’ learning mistakes. The following volume unit learning as an example, through the interview of students who have errors, analysis of the real causes of errors, and thus put forward the corresponding teaching improvement strategy. Wrong phenomenon a: 1. A cell phone is about 50 (cm ~ 2) 2, the prism length of 6 d square surface area and volume equal. Cause of error analysis: students confuse the concepts of area units and volume units,