小学数学教学中错误资源的有效利用

王贞

摘  要：数学的学习和理解过程对于小学生而言具有一定的难度，在低年龄阶段学生的思维和推导能力不够成熟，习惯性地用一元化角度来解决数学问题，而在心理特点上小学生的注意力又不够集中，做题时常常顾头不顾尾、粗心大意、急躁纠结，这就导致了小学生在作答数学题时错误频出并且很难自己改正，这些错误长期积累就会使小学生的心理产生压力，越来越惧怕对数学的学习，不愿意接受新的知识。有责任心的教师不能想方设法去逃避问题，正确的做法是正面现实、迎难而上，巧妙借用错题对小学生进行数学学习的指导。

关键词：小学数学;错误资源;有效利用

【中图分类号】G623.5    【文献标识码】A       【文章编号】1005-8877（2021）09-0152-02

Effective use of error resources in primary school mathematics teaching

WANG Zhen  （Leya school，Pingchuan District，Baiyin City，Gansu Province，china）

【Abstract】Mathematics learning and understanding process for primary school students have a certain degree of difficulty，in the low age stage of students' thinking and reasoning ability is not mature enough，habitually use a unified perspective to solve mathematical problems，and in the psychological characteristics of primary school students' attention is not enough，often regardless of the end，careless，impatient tangled，which leads to primary school students in answering Mathematics problems often make mistakes and it is difficult to correct them by themselves. The long-term accumulation of these errors will make pupils' psychological pressure. They are more and more afraid of learning mathematics and are not willing to accept new knowledge. Responsible teachers can't try to avoid the problem，the correct way is to face the reality，face the difficulties，skillfully borrow the wrong questions to guide pupils' mathematics learning.

【Keywords】Primary school mathematics;Error resources;Effective use

提倡对错误资源的有效利用是优化课程结构、提高课堂效率的重要手段，反向引导更有利于开发小学生的智力，通过不

断排除错误以寻找正确的解题思路，形成更具逻辑性的数学思维。数学错题类型很多，对题意理解不清、公式运用错误、计算出错、混淆概念等都可能使小学生在做题时出现错误，教师常常认为是小学生过于粗心大意而导致偶尔失分，不去过多理睬，导致错失了最佳教育时机，或者越过错题直接摆出概念公式让学生进行再次记忆，学生意识不到错误发生的机制继而重蹈覆辙，这些问题的发生都促使教师用更加科学的方式进行对错误资源的再利用，让小学生在反思中进步。

1.以引导和尊重……