Study On The Use Of Students' Error Resources In Junior Middle School Mathematics Classroom

Junior middle school students are in adolescence,and their thinking ability develops rapidly but erratically.In the process of mathematics learning,it is inevitable for the students to make mistakes due to the abstraction and complexity of junior middle school mathematics.Many scholars at home and abroad have also emphasized the inevitability and rationality of "error".Under the background of new curriculum reform,although teachers' attitudes toward students' errors have changed,there are still many deficiencies in the use of students' error resources in practical teaching.Students' mistakes in class are valuable generative resources.The effective use of these resources is an important part of improving the efficiency and quality of class and promoting the overall development of students.Also,this is an effective measure to carry out the new curriculum reform and "double reduction" policy.Therefore,it has certain theoretical and practical significance to study the use of students' error resources in junior middle school mathematics classroom.The following three aspects are mainly studied in the present paper :(1)the current situation of the students' use of wrong resources in junior middle school mathematics class and the "wrong view" of teachers and students were investigated;(2)According to the survey results and existing research results,the problems and causes of the use of students' wrong resources in current junior middle school mathematics teaching were analyzed;(3)Based on the survey results,combined with relevant theoretical research and the authors' own thinking,the principles and strategies of applying students' wrong resources in junior middle school mathematics class were explored from the three levels of teachers,schools and families,and practical analysis were also carried out.In order to study the above content,a comprehensive investigation was carried out from the classroom,students and teachers of the school where the author intern.Firstly,literature research method was adopted to collect and sort out relevant literature at home and abroad.On this basis combined with suggestions from tutors on and offcampus,research ideas were determined,and classroom observation scale,student questionnaire and teacher interview outline for this study were developed.Then,case analysis method,classroom observation method,questionnaire survey method and interview method were used to investigate the mathematics class,students and teachers of the school where the author intern.Finally,the qualitative and quantitative methods were used to sort out and analyze the survey data.Through investigation and research,it is found that students and teachers have a wrong understanding of "error" and an unreasonable use of "error resources".The causes of this phenomenon from two aspects of teachers and schools were analyzed,and practical principles and strategies were also proposed.Based on the above research,the current situation of the use of students' error resources can be understood.This paper can provide some guidance for the effective use of students' error resources,improve the quality of teaching and learning,and promote the overall development of students.Besides,the author summarized the results and shortcomings of the study,and pointed out some directions for research in the future.