心理学家盖耶认为:“谁不考虑尝试错误,不允许学生犯错误,就将错过最富成效的学习时刻。”错误是正确的先导,错误是通向成功的阶梯。学生数学认知的发生与形成不可能单独依靠正面的示范,他们往往还要经历一个自我否定自我纠错的过程。正因为出错,才会有点拨、引导和解惑,才会有研究、创新和超越。因此,我们教师要擅长有效、合理地利用这些错误资源,为我们的教学服务。小学生受知识和方法的限制更容易犯错,这些错误是学生 Psychologist Geyer said: “Whoever does not consider trying mistakes and not allowing them to make mistakes will miss the most productive learning moment.” “Errors are the right guide and mistakes are the ladder to success.” The occurrence and formation of students’ mathematical cognition can not depend on the positive demonstration alone. They often go through a process of self-denial and self-correction. Precisely because of an error, there will be a little dial, guidance and solution confusion, there will be research, innovation and beyond. Therefore, we teachers should be good at using these wrong resources effectively and reasonably to serve our teaching. Pupils are more prone to make mistakes due to knowledge and methodological limitations, and these mistakes are students