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教师平时注意彙集学生在数学学习中容易犯的錯誤,并对这些錯誤产生的原因进行仔細地分析,及时采取有效的預防和糾正錯誤的措施,对于提高教学貭量来說是很重要的。如果学生也能够自己分析产生錯誤的原因,針对自己的情况,找出預防和糾正自己错誤的办法,那末学习貭量将会更快提高。但是,要作到这点,教师必須进行大量的工作。下面谈談我在进行这項工作中的一些作法: 一、进行典型錯誤的示范分析。为了教会学生正确地分析錯誤原因及找出改正的办法,及时地进行典型錯誤的示范分析是很有效的也是很必要的。下面举几个这样的例子: 1.把(lg~23-2lg3+1)~(1/2)錯誤地写成lg3-1。原因分析及糾正方法: (1) 誤认为((lg3-1)~2)~(1/2)=lg3-1,首先是由于对算术根的概念不清楚,不知道当n是偶数被开方数是正数时,(?)表示被开方数的n次算术根。
Teachers usually pay attention to bringing together students’ mistakes that are easy to make in mathematics learning, and carefully analyze the causes of these mistakes and take effective measures to prevent and correct mistakes. This is very important for improving teaching quality. If students can also analyze the causes of errors by themselves and find out ways to prevent and correct their own mistakes for their own situation, then learning will improve quickly. However, to do this, teachers must do a lot of work. Let’s talk about some of my practices in this work: First, conduct a model analysis of typical mistakes. In order to teach students to correctly analyze the causes of mistakes and find out ways to correct them, it is very effective and necessary to carry out exemplary analysis of typical mistakes in a timely manner. Here are some examples: 1. Write (lg~23-2lg3+1)~(1/2) incorrectly as lg3-1. Cause analysis and rectification method: (1) Misunderstanding ((lg3-1)~2)~(1/2)=lg3-1, first because the concept of the arithmetic root is unclear and it is not known when n is even When the number of squares is positive, (?) indicates the n-th arithmetic root of the squared number.