学生产生的错误是一种宝贵的教学资源,它是教师进行教学反思的“源泉”。一旦发现错误,尤其是典型错误,教师就应该进行思考分析:究竟错在何处?因何而错?如何应对?下面就以《圆的周长与面积计算》教学中的典型错误为例,谈几点粗浅的认识。一、直面现象查原由【典型错例1】求出下面图形的周长。【分析与诊断】产生这种错误的学生不在少数,导致这种错误的根源一是对周长概念的本质理解不够深刻,因此总是忘记加上直径的长度;二是受到整圆周长的影响而忽视了直径的存在;三是从学生的直观感知角度分析,对于这个形状,学生首先感 The mistake made by students is a precious teaching resource, which is the “source” of teachers’ reflection on teaching. Once found mistakes, especially the typical mistakes, teachers should think and analyze: what is wrong? Why wrong? How to deal with? Here to the “circle circumference and area calculation” teaching as an example of the typical mistakes, Talk a few superficial understanding. First, the face of the phenomenon of investigation】 【Typical Example 1 Find the following graphic perimeter. Analysis and diagnosis】 【students produce such a small number of errors, the root cause of this error is the concept of the perimeter of the concept of understanding is not deep enough, so always forget to add the length of the diameter; the second is affected by the full circumference While ignoring the existence of the diameter; Third, from the perspective of intuitive perception of students, for this shape, the students first sense