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在多年的小学数学教学中,笔者发现有一些学生在做计算题时经常会犯一些低级的错误,诸如抄错数字、漏写符号、漏算步骤等。就他们错误的原因,大部分人都归结为“粗心大意、马虎草率”。事实真的如此吗?其实不然。错误背后,必定蕴含着问题。而这些问题恰恰有助于学生对数学知识的重新建构,也有利于思维的发散和拓展。为此,笔者认为,要从错误入手,从分析学生的认知结构和思维模式上,找出问题所在,并有的放矢地进行更正,让课堂
In many years of primary school mathematics teaching, I found that some students often make some low-level mistakes when making calculation questions, such as copying the wrong numbers, missing symbols, missing steps and so on. Most people attributed to them for the wrong reasons are “careless, sloppy”. Is it true? Is not it true? Behind the mistakes must contain problems. These problems just help students to re-construct mathematical knowledge, but also conducive to the divergence and expansion of thinking. To this end, I believe that we should start from the error, from the analysis of students’ cognitive structure and thinking patterns, identify the problem, and targeted to make corrections, so that the classroom