Practical Research Of Error Resources In Mathematics Class In Grade One Of Junior High School

In mathematics class,mistakes are inevitable.With the development of society and the continuous advancement of the new curriculum reform,the subjectivity of students is more and more obvious.Their different opinions,ideas,answers and even wrong answers can't be ignored in the classroom.The students in grade one of junior high school are in the transition stage from junior high school to senior high school.Their physical and mental development and the characteristics of mathematics in grade one of junior high school are very typical.Teachers should give full play to their educational wisdom to catch these "beautiful mistakes" in the classroom,and use them as teaching resources in the classroom,which is not only conducive to the development of students' deep thinking,but also conducive to teachers' teaching and the promotion of learning.Based on constructivism and the theory of multiple intelligences,according to the characteristics of students and the characteristics of mathematics in grade one of junior high school,with the help of teaching cases,the author divides students' classroom error resources into four categories: empirical error,rationality error,knowledge error,habit and attitude error.By using the methods of literature research,questionnaire,interview and observation,the author makes a questionnaire survey and interview on the mathematics teachers of grade one of junior high school in the city where the author works,and makes data statistics and analysis on the results of the questionnaire and interview,so as to find out the attitude of teachers towards classroom errors,the way to deal with classroom errors and the opportunity to deal with classroom errors in mathematics teaching.In view of these problems,this paper puts forward some countermeasures for the effective use of classroom error resources: teachers reshape the concept of classroom error;improve their professional quality;capture valuable error resources;use the classroom error resources to guide students to reflect and improve the cognitive system;Integrate "The use of classroom error resources" into the teaching evaluation system.Through this study,we can help the front-line teachers pay more attention to and make use of students' different types of classroom errors,and transform them into effective teaching resources to improve the teaching level.At the same time,we can also make our own contribution to the research of mathematics classroom error resources in grade one of junior high school.