Action Research Of Plane Analytic Geometry Teaching By Using Error Teaching

The study of plane analytic geometry is crucial in senior high school mathematics.It connects algebra and geometry closely and establishes certain standards for senior high school students’ mathematical thought and level of mathematical thinking.It can be seen from the existing teaching experience and college entrance examination results that high school students find learning plane analytic geometry challenging.In this study,plane analytic geometry is taken as the teaching content,and error teaching method is adopted for practical teaching.The following problems are intended to be solved:1.What comments and suggestions do senior high school mathematics teachers have on the implementation of the error-showing teaching method in the chapter of plane analytical geometry?2.Before the implementation of error teaching,what kind of attitude do high school students have toward errors in math learning? What measures will be taken?3.After the implementation of error teaching,what attitude do high school students have towards the errors in the chapter of plane analytical geometry? What measures will be taken?4.After the implementation of error teaching,how do high school students perform in the post-test of the chapter on plane analytical geometry?By interviewing front-line teachers and questionnaire survey of high school students,the researcher carried out the teaching design of plane analytical geometry with the error showing method and asked experienced teachers to guide and modify the teaching design of the review course.After that,the teaching implementation of the error showing method was carried out in the control class and the experimental class respectively about two months,and the data of the students’ questionnaires and test papers were collected and analyzed.This study obtained the following conclusions and results:1.Experienced teachers believe that the use of the error showing method in the teaching process of plane analytic geometry can help students effectively avoid mistakes,improve teaching effect,form correct error view,and enhance learning interest.2.Before the implementation of error teaching,high school students tend to generate negative emotions due to their own mistakes in math learning,such as being ashamed to show mistakes and thinking that mistakes are a sign of failure.At the same time,the consciousness of collecting,analyzing and transforming errors is lacking,so it is difficult to take effective measures to correct errors.3.After the implementation of error teaching,senior high school students have a positive attitude towards their own mistakes in the learning of plane analytical geometry chapter,and will take effective measures to correct errors.About 71.11% of the students in the experimental class had positive subjective feelings about learning mistakes,while 44.44% of the students in the control class.About 68.89% of the students in the experimental class would take positive actions in the face of learning mistakes,while about 46.67% of the students in the control class.4.After the implementation of error teaching,high school students have a higher score performance in the post-test of the plane analytical geometry chapter.According to the results of the post-test test paper,the average score of ten questions in the experimental class was higher than that in the control class.The T-test was carried out in the seventh,eighth and tenth questions and the total score of the four items,and it was concluded that the experimental class scored significantly higher than the control class.According to the comprehensive research,it can be concluded that using the error teaching method can promote students to show more positive emotional attitude in plane analytical geometry learning,and influence students to choose more positive processing methods,and improve students’ learning effects in plane analytical geometry.