To melt "mistakes" means to melt the mistakes in classroom teaching into a kind of teaching resource, and to melt the camera into the subsequent teaching process, so as to turn "decay into magic" and "accident" into "story", which is consistent with China's ancient philosophical thoughts of "resisting each other and complementing each other".
Why is it "fault tolerant" rather than "fault tolerant"? Because the classroom is not only to accommodate "mistakes", but more importantly to melt "mistakes" into indispensable teaching resources. "If the fallen flowers are intentional, the running water is also affectionate." Teachers deal with random mistakes artistically, skillfully show the valuable value of mistakes, promote students to fully integrate into creative learning activities, and feel the fun of learning mathematics, thus implanting truly valuable connotations into students' life activities.
The essence of fault tolerance lies in random integration and natural generation in the teaching process, rather than deliberate arrangement in advance; Keenly discover the meaning behind mistakes, reveal their internal contradictions and tensions, and skillfully show their positive significance, instead of simply denying students' mistakes; Fully tap and make use of the various values of wrong resources, cultivate students' truth-seeking personality, learn to be a man, and lead teaching activities to the depths of the soul, not just to promote the development of cognition.
Why is it wrong?
1, how can we innovate without making mistakes? 2. How to implement the "independent inquiry learning" emphasized by the curriculum standard without making mistakes? 3. How can there be a real error-free "process teaching"?
How to make mistakes?
The first stage: fault tolerance, wrong or wrong.
Fault tolerance refers to tolerance, tolerance and tolerance for mistakes. Tolerance is great, and greatness can be tolerant. First, tolerate and appreciate students' mistakes. Secondly, let students accept their mistakes. Third, create opportunities and expose mistakes.
The second stage: blending error, error is not error.
Melting mistakes means taking mistakes as a kind of resource, starting with external manifestations, guiding them to expose their thinking process, analyzing their internal mechanisms, and leading teaching activities deeper. At this time, mistakes are no longer obstacles to teaching, but become valuable teaching resources. These resources come from students and teachers.
First, analyze the real reasons behind the mistakes. Secondly, let success be bred in mistakes. Third, we should make good use of teachers' own mistakes.
The third stage: honor and disgrace and negligence, negligence or negligence.
Honor and error are the result, the goal, the review of the wrong process and the appreciation of the value of wrong education. Because learning is not to understand the correct questions, but to "learn from others and be a real person."
The first is to pick up mistakes. The second is sharing. Thanks again.
How can a teacher make a mistake?
This requires teachers to have strong basic skills, such as improving the ability to analyze the correlation between the nature of error resources and teaching objectives in class, and improving the ability of teachers to interpret textbooks and treat me as an error.
But more importantly-first of all, I really like math. Second, love students. Third, infatuation with the classroom. The beauty of the classroom is in the eyes of students. Mathematics teaching should turn "the beauty of cold" into "the thought of heat", but the temperature in the classroom should not be hot and cold because it is abnormal. What a warm feeling! What warms the classroom is the temperature of life, and what warms the classroom is every life. Fourth, be grateful.