Research On Fault-tolerant Teaching Of Primary School Mathematics Teachers

Every elementary student may make mistakes in the process of learning mathematics,and behind these mistakes lies a profound value and meaning of teaching and learning.Fault-tolerant teaching provides new solutions for better tapping and using students’ errors and helps elementary school mathematics teachers improve their teaching effectiveness.The so-called fault-tolerant teaching refers to the fact that teachers can actively and comprehensively respond to and deal with the conflicts with the inherent regulations of the mathematics subject system itself,i.e.mathematics learning errors generated by students in the learning process,based on the laws of mathematics education and teaching and the characteristics of students’ physical and mental development.It includes the following points:first,to recognize the important value of the existence of errors and to allow the emergence of errors with an open and tolerant attitude;second,to be able to accept and appreciate students’ errors with respect and tolerance;third,to be able to solve and use the errors in a scientific and effective way.The ultimate goal is to achieve a "tolerant,kind to mistakes" elementary school mathematics teaching environment.Fault-tolerant teaching has two major intrinsic attributes: the unity of teaching and education and the parallelism of concept and practice.The implementation of fault-tolerant teaching in elementary school mathematics can not only promote the development of students’ mathematical thinking and cognition,emotional attitude and personality quality,but also promote the development of teachers’ comprehensive quality,realize teachers’ professional growth,and ultimately improve the existing educational ecology and build a more benign educational environment.Grasping the current situation of elementary mathematics teachers’ treatment of students’ errors is an important basis for implementing fault-tolerant teaching.The interviews with five teachers and five students in school A in city J,combined with 30 classroom observations and100 student homework texts,revealed that elementary school mathematics teachers are not sufficiently aware of students’ faults,not tolerant enough of students’ faults,not dealing with students’ faults in a good way,and having weak foresight in dealing with faults,which are far from fault-tolerant teaching.The reasons for this are,on the one hand,the restrictions imposed by the "achievement-oriented" evaluation standard,and on the other hand,the teachers’ own lack of awareness of active "fault recognition",their excessive pursuit of perfection in teaching design,their lack of ability to manage their own emotions,and their lack of understanding of teachers’ and students’ views.Teachers’ lack of initiative in "fault recognition," their pursuit of perfection in instructional design,their lack of emotional management skills,and their biased perception of teachers and students.In order to help teachers escape from the dilemma of fault-tolerant teaching,theoretical implementation requirements and practical strategies need to work together.Teachers should not only adhere to the basic stance of student-centeredness,constructivism and humanistic behavior,but also treat mistakes with tolerance and appreciation and use them scientifically.In addition,in order to prevent fault-tolerant teaching from being "excessive" and "mechanical",teachers need to clarify the boundaries of faults,adopt a fair and flexible teaching style,and ensure their own boundaries and bottom line in teaching to ensure effective implementation of fault-tolerant teaching.In terms of specific strategies,different methods can be used at different stages.At the stage when mistakes are not yet made,teachers should deeply analyze the learning situation and teaching materials,anticipate where students may make mistakes,and integrate mistakes into their own teaching design.After the development and utilization of faults are completed,it is not the end of fault-tolerant teaching.It is also necessary to change the attitude towards faults from the ideological level and create a teaching culture that treats faults well,so as to fundamentally change the philosophy of teachers and students in treating faults.Finally,in order to break through the limitation of fault-tolerant teaching by the "achievement-oriented" evaluation standard,teachers need to update the evaluation concept based on students’ core literacy and students’ main body,and promote students’ development by evaluation.