Investigation And Research On The Utilization Of Classroom Error Resources Of Primary School Mathematics Novice Teachers

Mistakes are very common in classroom teaching,and students will inevitably make some mistakes.How to correctly deal with the mistakes of students in classroom teaching is a test of a teacher’s professional qualities and skills.If teachers do not ignore or evade students’ mistakes in classroom deliberately,but correctly recognize them,regard them as valuable teaching resources and make rational and skillful use of them,it will not only improve teaching effect and teaching efficiency in classroom,but also help students to deepen their understanding of knowledge,making classroom teaching more vital.Due to the lack of teaching experience and teaching ability,novice mathematics teachers in primary school are often void of correct measures to deal with students’ mistakes in classroom teaching,which not only affects the efficiency and effect of teaching,but also affects their own professional development.Therefore,it is of practical significance to study the current situation of novice primary school mathematics teachers’ classroom mistake resources utilization,in order to improve the teaching of novice teachers and promote their professional development.In this study,novice primary school mathematics teachers as the research subject,using questionnaire survey,observation and interview method to understand the current situation of novice teachers’ classroom error resources utilization,analyze the existing problems,summarize the primary school mathematics novice teachers’ error resources processing methods,attitudes and the reasons for improper use,And according to the characteristics of primary school mathematics and the teaching characteristics of primary school mathematics novice teachers,this paper puts forward some suggestions.Through the investigation,it is found that there are some problems in the use of classroom error resources of novice primary school mathematics teachers,such as "direct correction of answers,lack of heuristic reasoning","poor evaluation and use of classroom error resources","serious fear of mistakes".Scientific analysis of primary school mathematics novice teachers’ improper use of classroom error resources is mainly due to: attitude is not enough attention,too much attention to presupposition;The ability to make use of classroom error resources is not high;Lack of experience in using wrong resources.The first is to improve novice teachers’ understanding of classroom error resources;The second is to improve the ability of novice teachers to make use of error resources in class;Carefully analyze and sort out the wrong resources;We should evaluate carefully and make full use of the wrong resources;To sum up experience and improve the efficiency of resource utilization.