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教材是实现课程目标、实施教学的重要资源,但不是唯一的资源。更多的教学资源则是在课堂中产生的,学生在学习过程中出现的错误。课堂上如果教师能分析学生犯错误的原因,并能透过错误发现有关问题,让学生在找错、辨错、改错中感悟道理,领悟方法,发展思维,实现创新。变错误为促进学生发展的生成性资源,加以巧妙引导,就可变“废”为“宝”。一、巧用错误资源,激发学习兴趣新的《数学课程标准》指出:“要关
Teaching material is to achieve the curriculum objectives, the implementation of teaching an important resource, but not the only resource. More teaching resources are generated in the classroom, students in the learning process mistakes. In class, if teachers can analyze the reasons why students make mistakes and find out the problems through mistakes, students can understand the truth, find out ways, develop their thinking and innovate in finding mistakes, making mistakes and correcting mistakes. Changing mistakes to promote student development of generative resources, to be cleverly guided, you can change ”waste “ as ”Po “. First, clever use of wrong resources to stimulate interest in learning The new ”mathematical curriculum standards“ that: ”to be closed