Analysis On Teachers’ Corrective Action And Optimization Strategies In Middle School Mathematics Teaching

In mathematics learning process, the error is inevitable. Skinner and Watson,representatives of behaviorists, believe that the error should be corrected immediately and wherever it is." However, today’s education emphasizes "student-centered" and requires not only paying attention to students’ learning outcomes, but also paying attention to the students’ learning process, and also taking into account the students’ emotional experience throughout the learning activities. Students desire to be corrected in the practical teaching, while for teachers, there are still false steps on handling errors and shortcomings. Therefore, as educators, whether to correct the student if an error occurs, which error must be corrected on the classroom, when to correct it, who is going to correct the error and which ways of correcting to choose become an important part of mathematics teaching and research.According to this principle, the study chooses the math teachers of Chongqing A middle school as analyzing objects. Based on “whether to correct, correcting which error, when to correct, corrected by whom and how to correct" the five aspects, there is a questionnaire survey conducted to the mathematics teachers and the students, a semester classroom observation and structured interviews, which are designed to know about the present situation of middle school mathematics teachers’ attitudes and ways of error correction and to put forward a reasonable correction strategy.The survey shows that, teachers and students have different opinions about error corrections in mathematics class. Mathematics teachers prefer to correct the mistakes which most students make, but every student wants to be instructed personally. Students want their logic errors to be corrected, but teachers believe that mathematics notation is important but hard for students to understand, so teachers always try to make students understand these mathematics notations. Both students and teachers agree that error corrections should be done after students’ thinking, but actually, teachers usually tell the students the answer directly. As a result, students make the same mistakes repeatedly.That is to say, the error correction somehow is inefficient.These are the suggestions under the analyzing of ideology and method of middle school mathematics teachers:the mathematics teachers should cultivate more reasonable ideology and method of error correction; the mathematics teachers should explore how to put error correction theory in practice; the mathematics teachers should grasp the real logic errors in students’ thought;the mathematics teachers should help students to construct knowledge in error correction; the mathematics teachers should grasp good chance to correct errors; the mathematics teachers should classify the type of mistakes and find the origin of them;the mathematics teachers should choose different ways to correct students’ errors flexibly.