课例《有理数运算》中包含了四个典型案例,“学生运算错误原因”是其中的一个典型事件。在有理数运算中,学生的运算错误的表现多样化,引起学生运算错的英语翻译

课例《有理数运算》中包含了四个典型案例,“学生运算错误原因”是其中的一

课例《有理数运算》中包含了四个典型案例,“学生运算错误原因”是其中的一个典型事件。在有理数运算中,学生的运算错误的表现多样化,引起学生运算错误的原因也是复杂多样的。如何将学生的错误进行归类同时分析不同类别的错误产生的原因,研究者和教师展开了充分的讨论,讨论的内容包括教师的经验性判断有哪些不足?研究者的理论性判断是否具有很好的针对性?如何借助技术平台的“大数据”报告进行原因分析?等等。讨论的过程中研究者和教师间存在较多的分歧和对现象本质的疑惑。例如,根据技术平台对学生多次作业中的错误获得的“大数据”统计获得的“错因分布概览图”中发现“概念理解不清”“算错”为两个错误最多的原因。但对“算错”的表象通过一系列的研究(包括学习科学理论和访谈)结果发现,在有理数的混合运算中“算错”背后的原因更多的是“运算法则或顺序混乱”所致。在逐渐形成了一定的共识的基础上,研究者与教师共同讨论形成了新的教学设计并且加以实施。
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结果 (英语) 1: [复制]
复制成功!
The lesson "Operation of Rational Numbers" contains four typical cases, of which "the reason for students' miscalculation" is a typical event. In rational number operation, the performance of students' operation errors is diverse, and the reasons for students' operation errors are also complex and diverse. How to classify students' errors and analyze the causes of different types of errors. The researchers and teachers had a full discussion. The content of the discussion included the shortcomings of teachers' empirical judgments? Is the researcher's theoretical judgment well targeted? How to conduct causal analysis with the help of the "big data" report of the technology platform? etc. During the discussion, there were many disagreements and doubts about the nature of the phenomenon between researchers and teachers. For example, according to the "big data" statistics obtained by the technology platform for students' mistakes in multiple assignments, the "error cause distribution overview map" found that "unclear concept" and "miscalculation" were the two most common causes of errors. However, through a series of studies (including studying scientific theories and interviews) on the appearance of "miscalculation", it was found that the reason behind the "miscalculation" in the mixed operation of rational numbers is more caused by "the algorithm or order confusion". . On the basis of gradually forming a certain consensus, researchers and teachers discussed and formed a new teaching design and implemented it.
正在翻译中..
结果 (英语) 2:[复制]
复制成功!
The lesson example "rational number operation" contains four typical cases, "the reason for students' operation error" is one of the typical events. In the operation of rational numbers, the performance of students' operation errors is diverse, and the causes of students' operation errors are also complex and diverse. How to classify students' errors and analyze the causes of different types of errors, researchers and teachers have a full discussion, including what are the shortcomings of teachers' empirical judgment? Are the researchers' theoretical judgments well targeted? How to analyze the causes with the help of the "big data" report of the technology platform? wait. During the discussion, there are many differences and doubts about the essence of the phenomenon between researchers and teachers. For example, according to the "big data" statistics obtained by the technology platform on the errors in students' multiple assignments, it is found that "unclear concept understanding" and "miscalculation" are the two reasons for the most errors. However, through a series of studies (including learning scientific theories and interviews) on the representation of "miscalculation", it is found that the reason behind "miscalculation" in the mixed operation of rational numbers is more caused by "confusion of algorithm or order". On the basis of gradually forming a certain consensus, researchers and teachers discuss and form a new teaching design and implement it.
正在翻译中..
结果 (英语) 3:[复制]
复制成功!
The lesson "Rational Number Operation" contains four typical cases, among which "the cause of students' operation errors" is one of the typical events. In rational number operation, students' operation errors are diversified, and the causes of students' operation errors are also complex and diverse. How to classify students' mistakes and analyze the causes of different kinds of mistakes at the same time, researchers and teachers have had a full discussion, including what are the shortcomings of teachers' empirical judgment? Is the researcher's theoretical judgment well targeted? How to analyze the cause with the help of "Big Data" report of technology platform? Wait a minute. During the discussion, there are many differences between researchers and teachers and doubts about the nature of phenomena. For example, according to the statistics of "Big Data" obtained by the technical platform for students' mistakes in many assignments, it is found that "unclear concept" and "miscalculation" are the two reasons for the most mistakes. However, through a series of studies (including studying scientific theories and interviews) on the appearance of "miscalculation", it is found that the reason behind "miscalculation" in the mixed operation of rational numbers is more caused by "algorithm or disorder of order". On the basis of gradually forming a certain consensus, researchers and teachers discussed together to form a new teaching design and put it into practice.
正在翻译中..
 
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