Teaching Research On The Utilization Of Wrong Question Resources In Junior High School Mathematics Based On The Cultivation Of Critical Thinking

In the process of mathematics learning in junior high school,exercise training is still an important means for students to consolidate knowledge and skills,and is also one of the main ways for teachers to evaluate their teaching behavior.In the training process,errors are inevitable.We cannot prevent errors from happening,but we should reduce them and avoid their recurrence.Piaget,a famous psychologist,once pointed out that "mistakes are essential to in our meaningful learning." Therefore,in mathematics teaching,teachers should actively use students’ wrong questions as a starting point to generate resources.Besides,teahers should encourage students to actively find out the wrong reasons,critically analyse and discuss wrong questions.Based on Constructivism theory,metacognitive theory,experimental error theory and reflective teaching theory,this paper has deeply analyzed the current situation of using errors as resources at home and abroad.It can use the resources of wrong questions to cultivate critical thinking.In recent years,the number of literatures on the theory of the resources of wrong questions has shown an obvious upward trend.More and more scholars have been studying and exploring the strategy of using the resources of wrong questions.However,there is not much literature on the cultivation of critical thinking by using the resources of wrong questions.According to my research on the use of the resources of wrong questions to cultivate critical thinking,I think it is necessary to further integrate the resources of wrong questions and mathematics teaching effectively.To study the principles and Strategies of effective cultivation of students’ critical thinking ability thoroughly and systematically we an make full use of the resources of wrong questions.I am a front-line mathematics teacher.I carefully observe the experimental subjects in teaching,and grasp the changes in the utilization methods,depth of reflection,dimension of critical thinking and academic performance of the students before and after the research.I analyze and summarize these changes and draw the following conclusions: using the resources of wrong questions to cultivate students’ critical thinking It can improve students’ interest in learning mathematics,enhance students’ subjective learning consciousness and improve students’ academic performance.Besides,cultivating students’ critical thinking by using the resources of wrong questions can help students develop good learning habits and attitude towards life.Through the research on the existing resources of wrong questions and the related theories of critical thinking,this paper explains the conceptual characteristics and research status of error resources and mathematical critical thinking.It also recognizes the possibility and advantages of using mistaken question resources to cultivate critical thinking in mathematics teaching,and makes use of error resources to cultivate the cultivation principles of students’ critical thinking and to criticize students.The requirements of consciousness,environmental creation and corresponding teaching strategies are discussed.This study recognizes the educational and teaching value of wrong question resources for the cultivation of critical thinking,fully applies the wrong question resources to junior high school mathematics teaching practice,and puts forward corresponding training strategies.In the practice of mathematics teaching,the resources of wrong questions reasonably fit in with the cultivation of mathematical critical thinking,which has many advantages for the construction of mathematical knowledge and the cultivation of students’ thinking quality,but the current research theory is still insufficient.Due to the limitations of researchers’ knowledge and the reasons of theoretical knowledge literacy,this paper has a very simple discussion on how to use the resources of wrong questions to cultivate students’ critical thinking in mathematics.The influencing factors and teaching practice of using the resources of wrong questions to cultivate critical thinking in mathematics still need to be further improved.It is hoped that the follow-up theoretical research on the cultivation of students’ critical thinking in mathematics by using the resources of wrong questions will be more detailed and in-depth,and the experimental research will be more comprehensive and reasonable.Only in this way can we draw more general and practical conclusions,and provide basis for teaching reality,so as to guide teaching practice.