八年级学生数学典型错题的成因及教学对策研究.pdf

论 文 摘 要 目前针对学生数学错题的研究基本都是站在课堂教学的立场，从 数学概念本身的角度分析学生的错误原因。现实是，学生很多错误的 形成还存在心理因素。 本论文通过搜集、调查、整理初中生在八年级数学学习中最初学 习新知识时容易重复的错误，以及后期阶段测试中仍得分率比较低的 错题，获取题目、错误的解法、错误的答案等资料。对于每个错误， 找学生访谈，了解学生的真实想法，找出学生不同知识点的学习错误 中存在的内在共同点。 重点从心理学 （如：知识结构、元认知、自我效能、心理工具等） 的角度挖掘学生反复错误背后的认知问题，并将所有的错误按照其涉 及的因素进行分类。主要分为四类：⑴概念之间的概括关系没有得到 发展引起相似概念的混淆；⑵元认知过程的缺乏以致不能发现自己的 错误；⑶自我效能信念不足产生恐惧情绪导致不敢尝试；⑷过泛练习 诱发思维定势。 针对每个错误类型，通过实践研究，总结出在教学中“帮助学生 获得心理工具”、“培养学生的元认知监控能力”、“提升学生的自我效 能”的有效方法，以及提出了 “理清知识脉络形成概念结构系统”， “找准错误基点设计多泛练习”的教学策略。 关键词：八年级数学；学生学习错误；心理工具；元认知；自我效能； 教学对策； Abstract Nowadays, the studies of students’ maths problems are basically stand on the classroom teaching. And it tends to analyze the causes of the students’ errors from the perspective of the mathematical concept itself. Actually, some psychological factors are responsible for the formation of students’ errors. This paper will get some information about problems, wrong solutions, wrong answers, etc, by collecting, investigating, and arranging those mistakes that students tend to make repeatedly at the beginning of their maths study in Grade Eight, as well as those errors under lower score rate in late-stage tests. As for each mistake, we will make interviews with students to get their real thoughts of it, and find out the inherent common denominator of different knowledge points learning. The importance will be put on digging the cognitive problems of students’ repeated mistakes from the perspective of psychology (e.g., knowledge structure, meta-cognition, self-efficacy and psychological tools and so on), and divide all the mistakes according to their respective factors. It can be divided into four categories : (1) g