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学生接受知识和运用知识的情况,从态度上来看,有的认真细致,有的则马虎粗心;从速度来看,有的快,有的慢;从方法来看,有的机械,有的灵活。因此,许多学生往往在练习中会出现各种各样的计算错误。教师必须经常了解情况,分析原因,及时指导学生纠正错误。学生在练习中,有许多是由于概念模糊,法则不熟或因粗心大意而产生的错误。我们针对不同情况,分别采取解决的办法:对普遍性的就进行集体补授或讲评;个别属于粗心造成错误的,如计算四则混合运算式题抄错或抄漏了数字和运算符号等,教师就指明错误之处,并进行认真细致做作业的思想教育,要求学生订正;对因概念模糊或法则不熟的,就加强针对性的练习。如6/(21)=18/(3)或6/(21)=(18)/7
Students accept knowledge and use of knowledge, from the attitude point of view, some serious and meticulous, while others careless carelessness; from the point of view, some fast, some slowly; from the point of view, some machinery, and some flexible . As a result, many students often experience a variety of computational errors in their practice. Teachers must always understand the situation, analyze the reasons, promptly guide students to correct mistakes. There are many mistakes students make in practice because of vague concepts, unfamiliar rules, or carelessness. For different situations, we take the solution: the collective compensation or comment on the universality; some belong to the careless mistake, such as calculating four mixed arithmetic expression wrong or copied the numbers and arithmetic symbols, teachers Specify the wrong place, and conduct a careful and meticulous ideological education homework, require students to correct; for the concept of fuzzy or unfamiliar law, to strengthen the targeted practice. Such as 6 / (21) = 18 / (3) or 6 / (21) = (18) / 7