First, the research background

1, realistic background

The teaching process is the process of students' understanding and development, and the process of students from ignorance to understanding, never having meetings, never perfecting their personality to gradually improving. In this process, it is normal for students to say something wrong and do something wrong. Students will inevitably make mistakes in the process of learning. From the psychological point of view, students are immature individuals in the process of seeking knowledge. From the perspective of development, making mistakes is a child's right and a normal phenomenon in learning. In actual classroom teaching, teachers are often afraid of students making mistakes, just like helping children walk, and dare not give up. This has led to traditional teaching methods and more lectures. Going deep into the classroom, there are still many teachers who dare not avoid "mistakes". The effect of classroom teaching is "a flow of answers", "watertight" and "impeccable". They will blame themselves for the slightest mistake. In classroom teaching, some teachers always try their best to make students' answers or rehearsals correct, especially in some open classes. Even for some slightly difficult problems prone to typical mistakes, teachers have ingenious ways to let students solve them according to the correct methods designed by teachers, thus covering up the process of error exposure and correction. As everyone knows, the result is that students will still make mistakes. Therefore, teachers should not be afraid of students' mistakes, let alone hide them and treat them lightly. Students' mistakes are also a good teaching resource, so we should face, pay attention to and make use of students' mistakes in the learning process.

2. Theoretical basis

(1) In mathematics teaching activities, students are the main body of the activities, and the process of students making mistakes is a process of trial and innovation. Classroom is where students make mistakes, and making mistakes is the right of students. Psychologist Gayer believes that whoever doesn't consider trial and error and who doesn't allow students to make mistakes will miss the most productive learning moment.

(2) Professor Ye Lan mentioned in the article "Rebuilding the Classroom Teaching Process": "The state of students in classroom activities, including their interest in learning, attention, cooperation ability, views and opinions expressed, questions and arguments raised and even wrong answers, are all generative resources in the teaching process." Classroom teaching is a dynamic process, and students' learning mistakes are unpredictable, and such mistakes are often the true reflection of students' thinking, which contains valuable "bright spots". Let students fully display their own thinking process and explore the internal factors that lead to their mistakes, so as to carry out targeted teaching, which is conducive to students' independent construction.

3. Review of domestic research status and problems:

In view of the discussion and research on classroom error resources, many front-line teachers have also put forward their own views: some are aimed at the causes of errors, some are analyzed from the student level, and some achievements have been made. In our opinion, it is necessary to further study the effective integration of wrong resources and classroom teaching, deeply study the causes of wrong resources in four major fields and the strategies for using wrong resources.

4. Significance of the study:

In mathematics classroom teaching, teachers should aim at students' different mistakes, study the causes of all kinds of mistakes, use students' error resources to improve classroom teaching efficiency, improve teachers' ability to capture and use students' error resources, improve teachers' ability to control teaching materials and classrooms, make students grow up in mistakes, and then cultivate students' critical mathematical thinking quality and break through thinking interference. Let teachers grow up by studying students' wrong resources and improve their professional level.

Second, the definition of the concept

Mistakes refer to the inevitable products reflected by teachers in all aspects in the process of teaching and learning. Students' cognitive level, knowledge background, way of thinking, emotional experience and expression are different, so it is quite normal for them to make various mistakes in the learning process.

Rational use of classroom error resources is to let teachers look at errors from the perspective of resources, to let students understand the truth and methods in correcting and correcting errors, and to develop their thinking and mathematics learning ability.

Third, the research objectives

1. Cultivate students' consciousness and ability to consciously analyze the causes of errors and improve their cognition.

2. Cultivate teachers' awareness and strategies of using wrong resources in the classroom.

Fourth, the research content

1. Study the causes of middle school students' mistakes from four aspects.

2. Teachers' ability and strategies to use the wrong resources.

Research method of verb (abbreviation of verb)

1, observation method: observe the mistakes made by students in the learning process and record them.

2. Action research method: Look for all kinds of wrong resources that students appear in class or in their own classrooms, and make full use of them.

3. Literature method: By collecting and reading theoretical books online, we can collect pedagogy and psychology knowledge that is helpful to the research of "Study on the Utilization of Wrong Resources in Primary Mathematics Classroom Teaching" and deepen the theoretical understanding of this topic.

4. Case method: Through the case study of class students, we can master the reasons and content differences of different students' learning mistakes, teach students in accordance with their aptitude according to the differences, and effectively use the wrong resources in teaching.

Six, research steps:

1, preparation stage (May 20 14 to February 12)

(1) Collect data, draw up research outline and organize strength demonstration;

(2) Write the overall plan of the research (opening report), draw up the specific contents and objectives of the research, improve the organization, divide the work among the members of the research group, and clarify their respective responsibilities.

2. Implementation stage (201April-201February-201May)

(1) theoretical learning. The teachers of the research group comprehensively collected and consulted relevant theories and materials.

(2) Analysis and classification. On the basis of comprehensive and in-depth study theory, we collect the wrong resources in the process of students' mathematics learning, analyze the reasons and make use of them.

(3) Experimental research. Combined with classroom teaching, record and summarize students' error-prone resources, record students' attitude towards wrong questions and the reasons for mistakes; Reflect on the causes of students' mistakes and explore the ability to guide students' learning by using wrong resources; Put forward the teaching strategy of wrong resource utilization and write a special paper.

3. Summary stage (20151-June)

(1) Collate the survey data and write the survey report;

(2) Promote the research results in time, consolidate the results, and do a good job of follow-up.

Seven, the results and forms of prediction research.

1. According to typical cases, summarize the ways and strategies of rational use of students' error resources and write a paper.

2. Improve the team members' ability to capture and use students' wrong resources and self-thinking.

3. Write the research report of this topic, strive for the award and publish many papers.

VIII. Protection of research.

Our school belongs to Shanxi Province Model Primary School. Leaders attach great importance to education and teaching and have been commended by superiors many times. Teaching equipment is relatively perfect in similar schools, and teachers' teaching and research atmosphere is strong, which is conducive to the development of research projects.

Bob, the person in charge of this project, is the principal of the school. He has both teaching experience and sufficient management experience, which is more conducive to organizing teachers to conduct theoretical and practical research. He attaches great importance to the teaching work of the school, has enough research experience and time, and is competent for the work of the project leader.

The members who participated in the project research have high working enthusiasm and correct teaching attitude. They are all the backbone teachers of the school, coming from the low, middle and high sections of the teaching line respectively. All of them have undertaken project research at or above the provincial level, have experience and time guarantee for project research, and have high research enthusiasm and initiative. Among them, Mr. Kang Hui and Mr. Liu Gairong are teaching experts and academic leaders in Shanxi Province, and they also undertake school teaching and research work, which can drive and lead the classroom to conduct research. The other two teachers are teaching and research team leaders, and both of them are the backbone of school teaching.