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我们有时看到,课堂上教师为了完成预设的教学任务,保证教学的流畅,追求教学的完美,而有意无意地回避学生提出的问题;教学过程中教师对于学生回答问题或解题出现的错误,要么听而不闻、视而不见,要么轻描淡写、敷衍了事。其实,学生在学习过程中发生理解的偏差,是非常普遍的现象,是十分正常的事情。教学过程中学生生成的错误,就是有助于学生深化理解的反例。从这个角度看,反例也是宝贵的教学资源。这些错误是由于学生对新知的误读、误解而产生的,
From time to time, we can see that in order to complete the pre-set teaching tasks, teachers can ensure the smoothness of teaching and perfect the teaching, and avoid the problems raised by students consciously or unconsciously. Teachers’ mistakes in answering questions or solving problems to students , Either listen to them, ignore them, or casually, perfunctory. In fact, students in the learning process to understand the deviation, is a very common phenomenon, is a very normal thing. The mistakes made by students during the teaching process are counterexamples that help students to deepen their understanding. From this perspective, counter-examples are also valuable teaching resources. These errors are due to students misunderstood and misunderstood new knowledge,