| High school students in mathematical problem-solving process again and again why the emergence of a variety of errors, error correction, why so difficult? As more and more the problem is the majority of scholars, teachers, students are concerned, it is the wrong understanding and awareness of the cause of errors is also changing. For the wrong purpose of the study is not just diagnosis and treatment, but should error as an effective teaching resource.Based on the failure of the phenomenon of high school mathematics problem solving was investigated, starting with the theoretical aspects of mathematics learning of science; other ways through a variety of error for a specific cause analysis, that the current students in the problem solving process errors can be divided into eight categories:existing knowledge is not sufficient, do not thoroughly understand the concept, the formula to master not in place, reflective problem-solving is not in place, the trial issue is not careful, poor induction and consolidation, mathematics learning habits, mental mathematical problem solving aspects. Through the above analysis to find the specific cause of the root causes of errors and made the following teaching strategies:1. Good knowledge of junior and senior high convergence.2. Guide students to reflect on error correction, self-diagnosis.3. Teachers should learn to be wrong, order out of chaos.4. Teachers should learn to stimulate student interest in learning.5. Students awareness of the problem.6. Students deal with difficulties and setbacks, the right of good mental qualities.According to the teaching experiment results show that more targeted through the implementation of teaching strategies, students can significantly reduce the chance of error in solving problems to ensure the exercise of the correct answer rates, while in the process of student self-correction, but also form a good mathematics and mathematical problem-solving habits of study habits, improve the students analyze and solve problems, help form a sound cognitive structure.Hope that through this paper the specific strategies involved, the right instructor to correct mathematical errors committed by students, smooth the future of mathematics education and teaching practice. |
