共查询到20条相似文献，搜索用时 109 毫秒
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一、由于偶然的疏忽而造成的错误看错、写错个别词句或数据、单位，甚至出现一些莫明其妙的误解或笔误等，都会造成理解题意或运算结果的错误．如将“直径”看成“半径”；将“厘米”看成“米”；将1．6写成106；将“浸在”理解为“浸没在”；将“球半径扩大了两倍”理解为“球体积扩大了两倍”等等，都是由于偶然的疏忽造成的．若在解题过程中能集中精神，并养成复查的习惯，这种错误一般是可以避免的。二、由于语文、教学基础差而造成的错误要想正确地理解题意和表达清楚解题的过程与结论，必须具备一定的语文基础知识．而数学是解答物理… 相似文献
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一、教学目标
1．知识与技能
知识目标——“攘外必先安内”政策的表现和实质；红军第四次、第五次反“围剿”；“左”倾错误的表现；遵义会议；长征原因、主要过程及意义。 相似文献
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对学生作业中的错误，国内外学者已经作了大量有益的工作，特别是随着建构主义数学观的兴起，对学生在解题中的错误义有了新的认识．Newman认为学生在解题过程中，要想得到正确答案，必须扫清一系列障碍，其中的任何失误均会影响解题过程。导致解题的最后失败．在此意义下．Newman从解题过程角度提出错误的层级（Hierarchy），将其分为5个水平：阅读（Reading）、理解（Comprehension）、转换（Transformation）、加工技能（ProcessSkill）、编码（Encoding）．理解错误指的是没有掌握问题中所含信息的意义．操作技能的错误指的是与算法有关的错误．编码错误指的是书写错误，如笔误等．戴再平先生从解题结果的角度把解题错误分为知识性错误、逻辑性错误、策略性错误和心理性错误．新课程强调要培养学生解决实际问题的能力，能综合运用所学的知识和技能解决问题．为此， 相似文献
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长期从事铣工实习中的“齿轮加工’敏学后，我总结出下列的大步目标到位法，取得了一些成效。一、明确课题的目标要来“齿轮加工”实习课题应要求学生综合应用所学过的理论知识并把它付诸实施，学会实际操作技能。具体要求如下：1．了解齿轮加工的工艺过程；2．合理选择齿轮铣刀；3．安装和调整工件；4．学会分度头的使用；5．熟悉轮齿的加工过程；6．学会轮齿的检测与精度分析。二、讲解及演示团作针对附图所示的直齿圆柱齿轮，我让学生消化技术要求后，讨论齿轮加工的工艺过程、选择齿轮铣刀号数及进行分度计算，最后在总结后进行齿形加工… 相似文献
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康玉临 《中小学实验与装备》2009,(3):10-10
1 错误概念的界定
错误概念,它与“前科学概念”、“相异概念”等有着相近的意思．不同的学者有不同的理解。并且使用时也会有不同的选择。错误概念是历史上研究之初,学者们首选的术语,意思是“对事物含糊的（vague）、不完善的（inperfect）或者错误的（mistaken）理解（understanding）”。本文探讨如何转化学生头脑中的不符合科学事实的错误的概念, 相似文献
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京东方错误的理解了全球化时代产业链竞争的概念，以为凭借内部“纵向一体化”策略可以战胜其它竞争对手．实质上是对竞争资源的浪费。[编者按] 相似文献
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在学习过程中往往要犯这样或那样的错误，这是人们都想避开而又常常难以避免的。其实，“课堂上的错误是教学的巨大财富”，是通向成功的阶梯；从错误中获得启示，往往可以变失败为成功。教学中若能正确对待错误的两重性，以一种“主动应对”的新的理念和策略，将之变为“资源”利用起来，则有益于学生深入理解知识，发展思维能力，增长智慧与才干，促进学生的发展。 相似文献
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小学低年级数学计算中，学生计算错误的主要原因是一方面学生算法理解不透、学习习惯不良、思维发展不足，另一方面教师教学理念陈旧、教学方法单一、教学负担过重．“双减”背景下，为了高效化解低年级小学生计算学习中出现的错误，文章通过“明晰算理、合作探究、技能培养、习惯养成、品格塑造”五种“化错”方法，帮助学生构建清晰的知识结构体系，发展学生数学核心素养，以此达成“减负增效”的目标． 相似文献
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通过积极开展以“生活化实验”为载体的“生活教育”特色高中建设，学校被浦东新区确立为10所特色实验学校之一。我们希望通过“生活化实验”课程让学校教育教学和学生实际生活紧密结合，让生活化气息弥漫校园。开展“生活化实验”课程，需要我们关注学生的学习兴趣和实际需要，选择学生终身学习必备的基础知识和技能；是关于正确学习和生活的方法、步骤、知识、能力甚至智慧，包括发现、分析、探究和解决问题的认知策略；是在理解和领悟理论知识的基础上，在科学合理设置的教学情境中学会做什么和如何做的知识和技能。 相似文献
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Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had little application to errors in word problems. Using an error analysis approach, this study aimed to investigate in depth the various types and frequency of errors made by students with LD and their AA peers during math problem solving. The resulting similarities and differences between the two groups of students are discussed with insight into underlying cognitive processes, and implications for future research. 相似文献
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动量矩定理是解决动力学问题的基本定理之一,在此主要分析了学生用动量矩定理解题常见错误及错误原因,提醒学生在应用动量矩定理解题时应注意公式的适用条件和范围。 相似文献
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Allan B.I. Bernardo 《教育心理学》1999,19(2):149-163
ABSTRACT The trouble students have with solving word problems often comes from the difficulty in understanding the problem structure embedded in the problem text. This research was conducted to study the interactive effects of learner and instructional variables on understanding and solving word problems among Filipino‐English bilingual grade school students in the Philippines. The results showed better understanding and solution performance (1) when problems were written in the students’ first language, (2) when the problems were re‐worded to state more explicitly the relationship among the known and unknown quantities, (3) for students in higher levels of schooling and (4) for students with higher levels of academic achievement. The effects of re‐wording were mediated by the effects of the language; and the effects of language also varied between the highand low‐achievement students. In most cases where the students’ performance improved, the improvement seems to be due to better comprehension of the text (or fewer basic comprehension errors); except with the improvement due to re‐wording, which seems to be due to fewer misinterpretation errors. The results of the study provide further support for earlier findings, but also extend and modify the theoretical ramifications of the earlier findings and point to some important implications for educational practice. 相似文献
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Kurt Reusser 《Instructional Science》1988,17(4):309-338
Arguments are put forward in this paper that classroom word problem solving is more-and also less-than the urgent analysis of a factual structure, in the sense that it is essentially a species of a social-cognitive activity. Word-or story-problems, presented in classroom contexts, represent textual and pragmatic patterms of a certain grammaticality. To present a problem verbally to a student means to organize a fact in some way for the attention of a problem solver. There is not only the structure of the problem text itself by which situations are denoted, but there is also the stimulative nature of the social-pragmatic context which shapes the student's textbook-problem solving behavior over a long period of time.The present paper discusses the results of several studies showing, for example, that subject matter related attitudes towards a problem frequently do not play an important part in the problem solving efforts; that students often solve problems correctly without understanding them; and that false contextual expectations can lead to abstruse errors of understanding and to peculiar solution attempts.The studies indicate that students can become sensitive and skilful in perceiving and capitalizing on subtle textual and contextual signs pointing to the solution and anticipating its pattern. It seems that usual textbook problems let students get accustomed to certain courses of processing where a simple fact, like whether an equation works out evenly or does not, can stop the process or push it further. It is argued that the deeper reason for the observed textual and contextual influences on understanding and problem solving lies in a fundamental weakness of the student's epistemic control behavior. The psychological and instructional significance of the studies is discussed. 相似文献
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运用实验法,研究了聋生与听力正常学生解决加减文字题、构建加减文字题问题模型的差异。被试为小学3年级学生,聋生32名,听力正常学生33名。结果发现:聋生解决加减文字题和构建问题模型的成绩都显著落后于听力正常学生;构建问题模型在聋生解决加减文字题的过程中有着重要的作用。研究认为,在聋校文字题教学中要重视问题表征训练。 相似文献
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Umesh Ramnarain 《The Australian Educational Researcher》2014,41(1):43-57
A major impediment to problem solving in mathematics in the great majority of South African schools is that disadvantaged students from seriously impoverished learning environments are lacking in the necessary informal mathematical knowledge to develop their own strategies for solving non-routine problems. A randomized pretest–posttest control group design was used to empirically investigate the effectiveness of a strategies-based problem solving approach on the problem solving performance of 9th grade disadvantaged students. In this approach students receive explicit instruction on a wide repertoire of problem solving strategies. The results reported in this study show a significant improvement in problem solving performance when a strategies-based approach to problem solving was being implemented. Quantitative and qualitative analyses of the responses to the items showed how the treatment group students had internalized as part of their problem solving repertoire the strategies on which they had been explicitly instructed on. The findings of this study make a case for the adoption of this approach so that the gap between the student’s existing problem solving competence, and the cognitive demands of a problem solving task can be bridged. 相似文献
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毕业设计(论文)是本科教学的最后一项实践环节,对于学生掌握和综合运用大学期间所学工程设计理论知识,解决生产实际问题的能力培养至关重要.作者就目前工科类毕业设计中存在的主要问题,如创新不够、难出优秀成果(论文)、图纸错误多、机器装不上,以及就业给毕业设计带来的影响等问题,提出了一些解决问题的办法,以期提高毕业设计(论文)质量,提升学生就业能力. 相似文献
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《The Journal of educational research》2012,105(6):223-230
AbstractThe effects of overt verbalization anti practice on problem solving ability were examined. The 100 secondary school students who served as Ss were divided into four groups: (1) those who received practice word problems and solved problems while thinking aloud, (2) those who did not practice but solved problems while thinking aloud, (3) those who practiced but did not verbalize, and (4) those who received no practice and did not verbalize. Analysis of variance revealed that neither overt verbalization nor practice significantly influenced problem solving scores. However, Ss who were required to think aloud made significantly more computational errors than those who worked without verbalizing. 相似文献
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The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex mathematics problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to mathematics problem solving, and were given a complex mathematics problem to solve over a period of several days. At specific time intervals during problem solving, students reported their epistemic and activity emotions. To capture self-regulatory processes, students thought out loud as they solved the problem. Path analyses revealed that both perceived control and value served as important antecedents to the epistemic and activity emotions students experienced during problem solving. Epistemic and activity emotions also predicted the types of processing strategies students used across three phases of self-regulated learning during problem solving. Finally, shallow and deep processing cognitive and metacognitive strategies positively predicted problem-solving performance. Theoretical and educational implications are discussed. 相似文献
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Lynn S. Fuchs Douglas Fuchs Carol L. Hamlett Amanda C. Appleton 《Learning disabilities research & practice》2002,17(2):90-106
The purpose of this study was to explore methods to enhance mathematical problem solving for students with mathematics disabilities (MD). A small‐group problem‐solving tutoring treatment incorporated explicit instruction on problem‐solution rules and on transfer. The transfer component was designed to increase awareness of the connections between novel and familiar problems by broadening the categories by which students group problems requiring the same solution methods and by prompting students to search novel problems for these broad categories. To create a stringent test of efficacy, we incorporated a computer‐assisted practice condition, which provided students with direct practice on real‐world problem‐solving tasks. We randomly assigned 40 students to problem‐solving tutoring, computer‐assisted practice, problem‐solving tutoring plus computer‐assisted practice, or control, and pre‐ and posttested students on three problem‐solving tasks. On story problems and transfer story problems, tutoring (with or without computer‐assisted practice) effected reliably stronger growth compared to control; effects on real‐world problem solving, although moderate to large, were not statistically significant. Computer‐assisted practice added little value beyond tutoring but, alone, yielded moderate effects on two measures. 相似文献