Research On The Effectiveness Of Teaching Quadratic Function Error Examples

The error example is used as a special example,in contrast to the correct example.Error Example Unlike the correct example,it is a dialectical way of learning that learns from mistakes.Appropriate use of the wrong example,the effectiveness of teaching great benefit.Not only to promote the teaching of teachers,but also to promote the cultivation of fine thinking habits of students.Error examples can also increase student learning.However,many teachers now only blindly choose the example,or rigid in accordance with the textbooks to mechanized to the students.Lack of design of the example,resulting in the use of the example is low.The use of error examples is only a mere note of the simple form and surface effect of the error example,and does not really understand the essence of the error example.The use of the wrong example is constrained by many factors,such as the form of the example,the age of the learner,the content of the study,and so on.This paper first investigates the current situation of the application of the wrong example in the secondary function of the third year of Jinan Yuying Middle School.And to understand the teaching effectiveness of the first three grades of teachers and students in Jinan Yuying Middle School in the second function classroom teaching.Then,we study how to design the error example of the quadratic function to improve the effectiveness of the second function classroom teaching.Through the combination of literature research and empirical research,this paper makes a detailed study on the learning characteristics of junior high school students with different learning levels.The results show that: 1.It is better to show the correct examples of the quadratic function and improve the validity of the secondary function classroom teaching.2.The teacher can stimulate students' interest in learning by designing a quadratic function example.3.Through the effective design of the second function error examples,the students' ability to reflect on the problem is enhanced.4.The second class function of the classroom teaching is not the amount of validity,but depends on the typical and targeted.5.Teachers of the secondary function of the wrong exampleof the hierarchical design can increase the enthusiasm of students to learn.This series of research results provides some empirical basis and operational advice for the application of erroneous examples in the teaching of mathematics.