A Study On The Utilization Of Generative Resources In Junior Middle School Mathematics Teaching

Each one makes mistakes during their mathematics learning, not only ordinary students, teachers, and even the great mathematicians. So if the junior high school students made mistakes that is a natural phenomenon. Some mistakes are not an accident, they can reflect the potential factor of the students why make them. Therefore, on the induction, summary, analysis and research of the mistakes, draw experiences and lessons in the mistakes, and use these mistakes as creating teaching resources in classroom teaching, to improve the students’knowledge and ability. The author selected this topic based on the need of the actual teaching.In this paper, the author through the literature review of related problems of a preliminary understanding of the junior middle school mathematics and generative curriculum resources, develop and use the mathematical mistakes as a kind of generative curriculum resources, seek the mistakes types, then put forward some methods about using mistakes in class teaching, guide the mathematics teaching and practice in future.Through an overview of student wrong title, to lay the foundation for the problem. Discuss the meaning, types and functions about the creating teaching resources, propose that the mistakes also a kind of generative curriculum resources. Put forward the research methods, conclude the students’ mistakes main categories, not only lists the typical cases but also analyze the cause of formation.the teaching practice research on the use of junior high school students’ mathematical mistakes. Summarize and analyze the author’s teaching examples about the development and use of the junior high school mathematical mistakes, explore the use of the method of the junior high school mathematical mistakes in each link of teaching, improve the effect of class teaching, and checkout the test results of teaching practice preliminarily.the conclusion and research prospect. To sum up the experience, lack of reflection, expressing regret, to explore the direction of further study.