在数学的教与学中,错误是伴随着信息传递与反馈的过程中的必然产物。为了能让学生弄明错因、纠正错误,广大教师几乎是倾尽全囊,可最终还是屡改屡错,不见成效。然而,静心思考、扪心自问,“纠错”有多少是学生的亲历亲为?我们教师又提供了多少的时间和空间?“纠错”一直都是我们老师的行为,包办过多而学生自省较少。如果教师把“纠错”这一过程变被动为主动,培养自主纠错的良好品质,那么数学的 In mathematics teaching and learning, mistakes are accompanied by the inevitable outcome of the process of information transmission and feedback. In order to allow students to find out the cause of the error and correct mistakes, the majority of teachers are almost exhausted, but eventually repeated repeated mistakes, without success. However, meditating, ask ourselves, “error correction ” how many are students’ dear ones? How much time and space do our teachers provide? “” Correction “has always been our teacher’s behavior, too many arrangements Less introspective students. If teachers change the process of ”error correction" from passive to active and develop the good quality of autonomous correction, then the mathematical