【摘要】：教師根據(jù)教學(xué)經(jīng)驗判斷學(xué)生的錯誤原因,這種做法有其可取之處,但小學(xué)生在解決數(shù)學(xué)問題的過程中,錯誤的形成往往有更深層次的原因。怎樣把握學(xué)生錯誤的原因,從過分依賴教學(xué)經(jīng)驗的分析,轉(zhuǎn)向由經(jīng)驗與事實相結(jié)合的實證分析,提高錯因分析的準確性和科學(xué)性?本文以紹興地區(qū)小學(xué)生作為訪談對象,以298例典型的小學(xué)數(shù)學(xué)錯題為載體,通過對訪談結(jié)果的分析后認為:數(shù)學(xué)概念理解偏差、存在消極思維定勢影響、問題解決能力欠缺、審題表現(xiàn)不佳是小學(xué)數(shù)學(xué)問題解答中錯誤形成的主要原因。
[Abstract]:Teachers judge the causes of students' mistakes according to their teaching experience, which has its merits, but in the process of solving mathematical problems, there are often deeper reasons for the formation of errors in primary school students. How to grasp the causes of students' mistakes, from the analysis of excessive reliance on teaching experience to the empirical analysis of the combination of experience and facts, to improve the accuracy and scientific nature of error analysis? This paper takes the primary school students in Shaoxing area as the interview object, takes 298 typical primary school mathematics error questions as the carrier, through the analysis of the interview results, holds that the deviation of mathematics concept understanding, the influence of negative thinking tendency, the lack of problem solving ability and the poor performance of examination questions are the main reasons for the errors in primary school mathematics problem solving.
【作者單位】： 浙江省紹興市越城區(qū)馬山鎮(zhèn)車恂如小學(xué);
【分類號】：G623.5
，

本文編號：2497897