Primary Mathematics Classroom "wrong Resources" Utilization

It’s normally certain for students to make mistakes in the process of learning. The truth is not to obtain and people need to keep trying and making mistakes. Ultimately they will grasp truth by changing cognition and self-correcting. In elementary school mathematics classroom, mistakes can easily produce. As the real show of students’ thinking process, teachers should accept and tolerant instead of excluding and avoiding errors. As an important learning experience, mistakes will become a kind of teaching resources with great value and promote teaching powerfully as long as they are obtained and used effectively. Therefore, research the utilization of mistakes resources of primary mathematics classroom, explore effective methods, can not only enrich the content of classroom resources, but also provide the basis for the development of teachers and students as well as the improvement of teaching efficiency. The article aims to research, discover problems that exist when using the error recourses, and to find effective solutions.The paper firstly define concept of classroom mistakes resources, summary the characteristics of mistakes resources, The teachers should take advantage of valuable content after discovering them, which exerts great influence and greatly promotes students’ cognitive, thinking, emotion and character. The investigation was conducted in Yangzhou H primary school, from which we had a questionnaire survey to250students and20teachers and some of them were interviewed. At the same time, observed the teaching of part of class is necessary. Through to the investigation we can find When teacher handle classroom mistakes, some problems still exist. They are:mistakes can’t be corrected depth; guidance lacks direction; ignoring mistakes blindly; the teacher is incompetent to treat mistakes. The principal reasons are:Teaching design is short of flexibility; instructional containment is too big; teachers lack the capacity to respond; teachers and students are not enough to open to each other. On account of these problems, the methods and strategy of exploiting this kind of teaching resource are put forward. Firstly the teacher should receive mistakes. Specific performances are:change the wrong attitude; educate students a correct view of the error; listen carefully. Secondly they must analyze the reasons for mistakes and make classification, let the usage targeted. Thirdly they should make effective use of the resource of classroom mistakes. The basic ways are:making conflict in cognizing; using fluctuant exercise; establishing "medical history of mistakes"; hierarchical processing error.