13147.初中生有理數(shù)學(xué)習(xí)中的錯(cuò)誤分析及教學(xué)對(duì)策研究

1、學(xué)校代碼：10270分類號(hào)：G633.62學(xué)號(hào)：122300137碩士專業(yè)學(xué)位論文初中生有理數(shù)學(xué)習(xí)中的錯(cuò)誤分析及教學(xué)對(duì)策研究專業(yè)學(xué)位類別：教育碩士專業(yè)領(lǐng)域：學(xué)科教學(xué)（數(shù)學(xué)）作者姓名：楊麗蓉指導(dǎo)教師：徐本龍答辯日期：2015年5月31日AbstractShanghaiNmalUniversityMasterofPhilosophyAbstractTherationalnumbersthefouroperationsarefoundatio

2、nsof“numberalgebra.Havingadeepunderstingoftherelatedconceptofrationalnumberitsoperationskillsarethebasisflearningalgebrainjunihighschool.Atthesametimethechapterofarationalnumberisalsothefirstonestudentsshouldwhentheyente

3、rthedleschoolanimptantprerequisitetolearntherationalnumbersfouroperationsarethefollowupofmathematicslearningtrainingisanimptanttimefthestudentsinjunihighschoolstagemathematicsstudyinterestconfidence.Thereferegardingratio

4、nalcontentastheresearchcarrierhasanimptantpracticalvalue.Inthelearningprocessoftherationalnumbersstudentswillmakeacertainerrintheprocessoflearningmathematics.Butthecurrentjunidleschoolteachersfthestudyofrationalnumberwro

5、ngisnotoptimisticmostoftheteachersthinkthatrationalknowledgeisrelativelysimplelittleteacherssummaryanalysisthestudents’err.Thisstudymakeadeepanalysisofthevariouserrsthestudentsmakeintheirmathematicallearningsummarizether

6、easonsscientificallystudytheeffectiveteachingstrategiesareofgreatsignificancetotheirmasteringtheknowledgeofmathematics.Thisresearchtakingjunidleschoolstudentsastheresearchobjectmainlythroughthequestionnairesurveyindividu

7、alinterviewobservationquestionnairetocollectdatacasemainlystudiesthreequestions:(1)inthestudyofrationalknowledgeofnumberwhattypicalmistakesjunihighschoolstudentsmainlymake(2)Whatarethecausesofthesetypicalerrs(3)Whatareth

8、eteachingCountermeasurestosolvetheseerrsAccdingtothestudythetypicalerrsofjunidleschoolstudentsinlearningrationalnumberarelistedasfollows:understingoftheconceptnatureofrationalnumberdifficultyinthenegativesymbolcomprehens

9、ionmakingerrsinmemizingtheruleswrongapplication.ThereasonswhyJunihighschoolstudentsmakeerrsarethattheinterferenceofthestudents’iginalcognitionnotstardizedteachinglanguagehabitsstudents’lackofactiveerrcrectingawarenessint