在新课程理念指导下,“学困生”转化策略研究出现的较多,其中较为有代表性的主要是从成因、特点、类型、诊断等几个方面进行研究,但在如何促进“学困生”主动学习,让他们的智力因素与非智力因素得到和谐发展,提高学习效果等方面,尚待深入的研究,而且在有效教学资源中用在促进学生主动学习的,尤其是利用错题资源进行研究的几乎没有,这让“学困生”数学学习中产生的错题资源成为一个新的突破口。 Under the guidance of the new curriculum concept, there are many researches on the transformation strategies of “students with learning difficulties”. The most representative of them is research on the causes, characteristics, types and diagnoses. However, “Learning hardship students” active learning, so that their intellectual and non-intellectual factors to be harmonious development, improve learning effectiveness and so on, yet to be in-depth study, but also in effective teaching resources used to promote student active learning, especially There is almost no research on the use of misdirected resources, which makes the misdirected resources produced in math learning become a new breakthrough.