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数学教师在教学当中,通过口头談話、作业批改、试卷評閱等等活动,总会发現有些学生在数学学习方面存在着各式各样的錯誤。这些錯誤的存在,反映了学生对数学基础知识理解得还有偏差,运算技能还不熟练,邏輯思維能力和空間想象力尚未能得到正确地树立和培养。但是这些数学錯誤尽管表現得形形色色,层出不穷,如果对它們仔細地加以分析之后,发現它們不但是有类可分,而且也是有源可溯的;不仅可以事后亡羊补牢,而且也可以在事先注射“預防針”。因此数学教师最好对学生常犯的数学錯誤,事先作充分的估計和仔細的分析,采取“預防为主、治疗为輔”的积极措施,这对于提高教学貭量来說是非常必要的。本文是把我在教学当中所发現的关于学生在数学学习方面經常发生的錯誤粗略地加以分析,并且談談我在教学中采取的一些措施。
In the teaching of mathematics teachers, through verbal conversations, homework corrections, examination papers, and other activities, we will always find that some students have various kinds of errors in mathematics learning. The existence of these errors reflects the fact that students’ understanding of basic knowledge of mathematics is still deviated, and the operational skills are not yet skilled. Logical thinking ability and spatial imagination have not yet been correctly established and cultivated. However, these mathematical errors, despite their varied appearances, have emerged in an endless stream. If they are carefully analyzed, they are found to be not only separable but also proactively traceable; not only can they be renewed afterwards, but they can also be injected in advance.“ Prevention needle.” Therefore, it is advisable for mathematics teachers to fully estimate and carefully analyze the mathematical errors often made by students, and take active measures of “prevention as the main and treatment as the supplement”. This is necessary for improving the teaching quality. This article is a rough analysis of the mistakes that I have found in teaching about students’ mathematics learning. I also talked about some of the measures I took in teaching.