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相对于一般学科,学生在数学学习中的错误往往具有多发、好发、阵发与聚发的特点,这就提示我们:在思维及运算过程中,必然存在着某种关联性的东西,它们可能左右着错误的发生与发展,若能把错误中规律性的东西揭示出来,就有可能从根本上改善当前的数学教学。另外,从教育心理来看,“错”中学,即人从自身错误中获得的学习反思往往更强烈,记忆更深刻,自纠后的学习效果也会更好。几年来,我们一直在研究“错”中学,我们力图创设一种有利于学生查错、纠错、防错的学习机制,构建一种鼓励学生在“错”中思、“错”中说、“错”中学的教学环境,以更好地改变我们的教学,也更好地发展学生的学习能力。
Compared to the general disciplines, students’ mistakes in mathematics learning often have the characteristics of multiple occurrences, occurrences, bursts, and accumulations. This suggests that in the process of thinking and computing, there must be something of relevance. It may influence the occurrence and development of mistakes. If we can reveal the regularity of mistakes, it is possible to fundamentally improve the current mathematics teaching. In addition, from the perspective of educational psychology, “wrong” middle school, that is, people learn from their own mistakes often more reflective, more profound memory, learning after self-correction will be better. Over the past few years, we have been studying “wrong” middle schools. We are trying to create a learning mechanism that is conducive to student error correction, error correction, and error prevention, and to build a way to encourage students to think in “wrong” and “wrong”. The “wrong” middle school teaching environment is to better change our teaching and better develop students’ learning ability.