论文部分内容阅读
在数学学习过程中,小学生会出现不同层次和不同程度的数学错误,谈及原因,教师常常以学生马虎粗心来一概而论。大家更关注的是那些正确的、积极的部分,而对于学习过程中所产生的错误,更多地是持否定的、排斥的、消极的态度及做法。师生在错误中均不能获得有益的启示,不能汲取错误中一些合理成分。现根据小学生数学错误的一般表现,围绕课堂教学三要素“教材、学生和教师”进行成因分析,使错误成为沟通“教师的教”和“学生的学”的桥梁,有效地指导今后的数学教学实践。
In the process of mathematics learning, pupils will have different levels and different levels of math mistakes, talking about the reasons, teachers often careless students to be generalized. What we are all more concerned about is the correct and positive part, and the mistakes made in the learning process are more of a negative, negative and negative attitude and practice. Teachers and students can not gain useful inspiration in the mistakes, can not learn some reasonable elements of the mistakes. Based on the general performance of pupils’ math mistakes, this paper analyzes the causes of the three elements of classroom teaching “textbooks, students and teachers ”, and makes mistakes as the bridge of communication “teaching of teachers ” and “student ” To guide the future of mathematical teaching practice.