论文部分内容阅读
学生对于新知学习中的易错点常常没什么印象,做题目是一做就错,那么,该如何去改变?结合经历对教师在新知教学中的易错点的干预方式展开了探讨。
Students often have little impression of the error-prone points in the learning process of new knowledge. The questions are done right and wrong. Then, how to change? The combination of experience to the teacher’s intervention in the new knowledge of the teaching of error-prone point of the discussion.