错误

问题中出现的认知错误类型分成两类：本原性错误和非本原性错误．前者主要包括数学概念理解错误和数学推理错误，而后者主要指计算错误、表征错误等不涉及数据分析本质属性的错误．从3个问题的答题情况看，存在认知错误的答卷占比46.67%，其中86.36%的认知错误属于本原性认知错误，以问题1为例，具体分析见表4．FromTsenpotoPrince:ANewStudyonTitleof“Prince”inHehuangTuboControlledAreainSongD

在zài生shēnɡ活huó中zhōnɡ，我wǒ们men难nán免miǎn会huì与yǔ别bié人rén发fā生shēnɡ矛máo盾dùn，而ér互hù相xiānɡ指zhǐ责zé只zhǐ会huì引yǐn起qǐ争zhēnɡ吵chǎo。其qí实shí在zài这zhè种zhǒnɡ时shí候hou，我wǒ们men需xū要yào的de是shì反fǎn省xǐnɡ自zì己jǐ的de錯cuò误wù，敢ɡǎn于yú承chénɡ认rèn错cuò误wù，敢ɡǎn于yú承chén

s (应敢于修正错误), if the viewpoint is erroneous through the test of discussion and contending or through the test of practice.④We should be patient(应有耐心),because some problems and mistakes may not be solved by one or two papers or one

避免地会出现一些错误，要想做到精益求精，就需要充分利用错误资源，用错误的资源启发学生，使学生的学习过程更加完美。一、树立错误的正确观1.教师方面作为教师，要正确看待错误，要对错误有正确认识。只有这样，才能包容、接纳、欣赏学生所出现的错误。其实，错误资源是教师教学非常宝贵的资料。错误是不可避免的，要运用这些错误的资源引导和启发学生，让学生在错误中去认识自己，会使学生进步。如果错误资源利用不当，会给学生产生很大的阻碍作用。因此，教师要正确认识错误，要变错误为正

atment (错误！未找到引用源。± SD)Table 3 Comparison of two groups of clinical efficacy (%)DiscussionChronic eczema is an inflammatory-related allergic disease caused by a variety of internal and external factors, and itching is its most imp

真，就会弄出很多错误。有人说，这几句话就有4处错误，请问，错误在什么地方呢？”然后，他对全班同学说：“请同学们说说到底有几处错误。”同学甲：“我想了想，一共有3处。”同学乙：“我算了算，一共有4处。”你知道有几处错误吗？endprint

ared to 错误！链接无效。fans in self-similitude area, a new criterion called ‘chord Reynolds number’ is proposed and is numerically validated with the discussions on its applicability and limitation. Results indicate that ‘chord Reynolds