Research On Error Analysis And Correction Strategy Of Solid Geometry Problem Solving

With the deepening of the reform of mathematics curriculum in basic education,the basic concepts of curriculum such as "student-oriented development,grasp the essence of mathematics" have become the basic consensus of mathematics education.In teaching practice,various types of errors are very common due to students’ cognitive obstacles.How to analyze and correct the errors themselves has become a major research topic that mathematics education must face.The teaching of solid geometry has unique educational resources and value in cultivating students’ intuitive imagination and logical reasoning literacy.This paper focuses on various error analysis and correction strategies in the process of solving solid geometry problems.Through empirical research,it explores effective ways to overcome various obstacles in mathematical education and implement the core literacy of mathematics.Based on Polya’s problem-solving theory,this study is from the following perspectives:(1)What are the main types of errors in the process of solving solid geometry problems?(2)What are the main reasons for these errors?(3)How to correct errors effectively? Using the methods of questionnaire,classroom observation,interview and other research methods,this paper analyzes the reasons and thinking obstacles of students’ wrong problem solving from four aspects: the error of misinterpreting the meaning of the problem,the error of formulating the plan,the error of implementing the plan,and the error of review and reflection.Research shows:The types of thinking obstacles and errors are as follows:(1)The most common errors are errors in the implementation of the plan,including errors in the extraction of knowledge points,various calculation errors,and errors caused by carelessness;(2)Secondly,there are errors in the formulation of the plan,mainly manifested in the error of the plan,the negative transfer of knowledge,and the blank of the paper;(3)Mistakes of misinterpreting the meaning of the question are subjective addition or omission of conditions,unclear examination of the question,etc;(4)Most students have no habit of reviewing and reflecting.The reasons for the mistakes are:(1)In terms of learning content,basic knowledge is not solid,various concepts,formulas and theorems are often confused,knowledge cannot be extracted at the critical moment,basic thinking methods are not mastered,spatial imagination is insufficient,and transformation ability is insufficient;(2)In learning attitude,I didn’t have the habit of reviewing and summarizing,and was careless;(3)In the teaching of teachers,teachers may make small mistakes or fail to summarize properly in class.In view of the above error types and reasons,we put forward the teaching strategy of "reappearance of wrong questions,sorting out problems,making plans,correcting errors,implementing plans,reviewing and reflecting,improving problem solving tables,and variant exercises",which is suitable for individual correction and classroom correction of problem solving errors.