Practical Research On The Effective Utilization Of Error Resources In The Teaching Of Graphics And Geometry In Urban Primary Schools

"Mathematics Curriculum Standards(2011)"puts forward the requirement on the new curriculum teaching: "The cultivation of creative awareness is the basic task of modern mathematics education,which should be reflected in the process of mathematics teaching and learning.Students should learn to find and put forward problems by themselves,which is the basis of creation;independent thinking and learning to think is the core of creation.Therefore,it can be seen that the "ideal class"under the background of the new curriculum should be a real class,allowing students to make mistakes in class,because students’ cognition of errors is a process of self-reflection and continuous growth of finding,analyzing and solving problems.However,problems in the current educational practice reflect that the use of mistaken questions is mostly ineffective or inefficient.Therefore,resource-based teaching of errors has undoubtedly become an urgent requirement of the new curriculum,which is a valuable teaching resource that has been ignored and urgently needs to be developed.This study takes J Primary School in Wuding County,a town primary school with complex student source structure and big difference in student foundation as the research object.It takes the teaching in the field of figure and geometry,which most teachers and students think is more difficult,as the entry point to carry out the research.The main research methods are literature research,investigation,observation,action research and case study.This paper mainly studies three aspects: firstly,investigating the current situation of classroom teaching of "figure and geometry" in urban primary schools;secondly,collecting various types of errors in classroom teaching of "figure and geometry" in urban primary schools and analyzing the causes of errors in combination with students’ "wrong question book" and teachers’ "wrong question set";thirdly,carrying out in-depth classroom teaching practice and exploring the wrong funds.The main conclusions of this study are as follows:(1)Whether teachers or students in urban primary schools,they do not pay enough attention to the errors in the teaching of graphics and geometry,which greatly affects the teaching effect of the content in this field.(2)The main reasons for students’ errors in "graphics and geometry" in primary school are: unclear understanding of approximate graphics and concepts;inability to consciously use measuring tools,poor grasp of drawing methods;influenced by knowledge transfer and thinking stereotypes;and insufficient spatial imagination.(3)Explore and summarize some effective strategies to effectively use errors as classroom teaching resources,and provide some effective teaching reference strategies for front-line teachers in the effective use of errors.These include:preview with "Wrong" guidance before class 、 exploration on the "Wrong" in the mid-class test、strong cognition of "Wrong" discrimination in classroom、after-class thinking "Wrong" promotes improvement.