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学生作业中错例的产生与学生的个体差异有关。从学生的基础与现状、学习心理和非智力因素三方面展开分析,探寻错例产生的缘由,挖掘错例中蕴含的教学价值,有意识、有目的地改进教学,能极大地降低同类错例的发生概率。对此,笔者在分析错例的基础上,展开了实践探索,以期找准课堂教学的切入点。一、分析错例,揭示学生原有观念和思维方式
The production of wrong examples in student assignments is related to the individual differences of students. From the students’ foundation and current situation, the psychology of learning and the non-intellectual factors, this paper analyzes the causes of wrong examples, digs the teaching value contained in the wrong examples, and consciously and purposefully improves the teaching, which can greatly reduce the similar cases Probability of occurrence. In this regard, based on the analysis of the wrong cases, the author has carried out practical exploration in order to identify the starting point of classroom teaching. First, analyze the wrong cases, reveal the students original ideas and ways of thinking