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人非圣贤孰能无过。在小学数学课堂中老师可能犯错,学生也可能犯错,错误是不可避免的,但错误不一定是给课堂带来灾难的麻烦事。数学教师应当正视课堂中的错误,引导学生评错,加强学生的体验,错误可能成为学生认知的亮点;有时还需要教师主动诱导学生犯错,引发学生探究的欲望,让错误成为学生的宝物。就此,笔者从以上三个方面提出有效利用错误资源的策略。
People can not escape from doing wrong. Teachers may make mistakes in elementary math classrooms, students may make mistakes, mistakes are inevitable, but mistakes are not necessarily troublesome in class. Mathematics teachers should face up to errors in the classroom, guide students to make mistakes and enhance students’ experiences. Errors may become the highlight of students’ cognition. Sometimes teachers are also required to actively induce students to make mistakes and induce students to explore their intentions so that mistakes can be made into students’ treasures. In this connection, the author from the above three aspects put forward strategies to effectively use the wrong resources.