小學語文錯題收集及利用模式

1、.小學語文教學過程中，教師應(yīng)培養(yǎng)學生收集錯題的習慣，并教會學生如何利用錯題資源，總結(jié)做題經(jīng)驗，以此提高小學語文教學水平。一、收集小學語文錯題的有效策略學生在收集小學語文錯題的過程中，應(yīng)采用正確的途徑，以保證錯題收集的有效性。一般情況下，收集途徑主要包括三種，即收集教材中和參考書中的錯題、收集平常練習的錯題、收集考試中的錯題。這三種途徑中，收集學生平常練習以及考試中的錯題是比較有價值的，能夠真實地反映學生學習過程中存在的問題，所以對于這部分錯題資源應(yīng)合理應(yīng)用，這對于提高小學語文成績具有重要作用。為了更好地收集小學語文錯題，必須做好以下工作：首先，由于錯題收集要求教師應(yīng)具有一定的耐心和細心，否則對

2、于一些小問題，如一個錯字，一個標點符號等，很難被發(fā)現(xiàn)，就會將這些小問題錯過，然而這些問題是影響學生成績的關(guān)鍵，因此，教師必須加強細心和耐心，保證錯題資源的收集和利用的良好效果。其次，教師要在課堂教學過程中培養(yǎng)學生收集錯題的習慣，對于隨堂練習中出現(xiàn)的錯題，教師應(yīng)讓學生及時記錄下來，對課下練習時，教師可以將錯題收集布置為一項作業(yè)，從而使學生保持收集錯題資源的良好習慣。最后，教師應(yīng)針對收集的錯題進行講解，讓學生了解錯在哪，掌握正確的解題方法，同時對于講解之后的錯題，教師應(yīng)為學生布置一些同類型的題，以保證學生真正掌握做題的方法。二、小學語文錯題收集的利用模式1.對錯題資源進行合理分類由于學生錯題類型多

3、種多樣，所以對于學生在收集完錯題資源后，教師應(yīng)引導學生對不同類型的錯題進行分類和歸納，總結(jié)出幾個具有代表性的錯題類型，同時還要對每種錯題類型進行分支，然后每個分支下面還要設(shè)置幾個例題，在設(shè)置例題時，應(yīng)保證例子必須具有代表性，然后寫出正確的解題過程，并將其錯誤的解題過程進行對比，通過兩者的對比，加深學生對錯題的印象，避免學生在犯同類型錯誤。例如，學生經(jīng)常出現(xiàn)語法方面的錯誤，做錯了許多語法題，教師將這些題收集起來，并對這些錯題進行了合理分類，主要包括改變句式、修改病句以及擴句和縮句等，其中改變句式又包括被字句、把字句以及陳述句三者之間的互換；肯定句和雙重否定句之間的互換；陳述句、反問句以及感嘆句三

4、者之間的互換等等，在改變句式中，其中陳述句和雙重否定句的互換是學生容易出現(xiàn)的問題，如“那個書包是小紅的，改成雙重否定句”有的學生就會改寫為“那個書包不得不是小紅的”。針對這道題，教師在課堂上進行講解，并在黑板上寫出了正確答案“那個書包怎能不是小紅的”，然后針對錯題答案和正確答案進行對比，讓學生加強這道改寫句子題的印象，隨后教師又出了兩道與該道題相類似的題，讓學生進行改寫，基本上全班學生都改對了。從上述例子我們可以發(fā)現(xiàn)加強對錯題類型的分類，通過正確和錯誤解題過程的對比，有利于學生加強對錯題的印象，防止此類錯誤再次發(fā)生。2.深入挖掘錯題出現(xiàn)的根源教師和學生應(yīng)充分地認識到收集和分析錯題的意義，其主要

5、目的是防止錯誤再次發(fā)生，所以必須深入挖掘錯題的原因才能從根本上避免錯誤的出現(xiàn)。所以在小學語文教學過程中，教師除了選擇經(jīng)典的例子進行講解之外，還應(yīng)舉一反三，不能只針對錯題進行分析，以此通過錯題資源的分析利用，促進學生的不斷進步。例如，游山西村中的句子“山重水復疑無路，柳暗花明又一村”中的“村”，學生總是默寫錯誤，把“村”寫成“春”，所以教師對這個錯題出現(xiàn)的原因進行深入分析，總結(jié)學生總是默寫錯誤的原因主要是對這兩句詩沒有完全理解，所以教師在課堂上把整首詩都翻譯給學生，同時還明確了這首詩的中心思想，重點是對“山重水復疑無路，柳暗花明又一村”中的“村”進行了解釋，并讓學生在課堂上又進行了一次默寫，這樣

6、學生理解了這兩句詩的含義就不會再把這兩句詩寫錯。因此，對錯題出現(xiàn)原因進行深入挖掘能夠有效避免學生少走彎路。在小學語文教學過程中，錯題收集是避免學生少犯錯誤，提升成績的重要途徑，所以教師必須加強對錯題資源收集，同時還要正確引導學生進行錯題資源的收集，并采用合理的方式，合理利用錯題資源，并對錯題進行合理的分類，對學生出現(xiàn)錯題的原因進行深入分析，以此提高學生的學習效率，實現(xiàn)小學語文教學質(zhì)量的不斷提升。Primary school Chinese teaching process, teachers should cultivate the habit of students to collect w

7、rong topic, and teach students how to use the wrong topic resources, summarize experience, to solve the problem to improve the level of primary school Chinese teaching.A effective strategy, the collection wrong topic on ChineseIn the process of the collection wrong topic on Chinese students, should

8、use the right way, to ensure the effectiveness of the collection wrong topic. Under normal circumstances, the collecting ways mainly include three kinds, namely the collection wrong topic of textbooks and reference books, collect common practice in the wrong topic, collect the wrong topic in exam. I

9、n these three ways, collect students usual practice and test the wrong topic is more valuable, can truly reflect the problems existing in the learning process, so for this part of the wrong topic resources should be reasonable application, it plays an important role in improving the elementary schoo

10、l language result.In order to better the collection wrong topic on Chinese, must do the following work: first, because of the wrong topic collection requires teachers should have some patience and careful, otherwise for a few small problems, such as a typo, a punctuation, etc., are difficult to find

11、, will miss this little problem, but the problem is the key to affect student achievement, therefore, teachers must strengthen care and patience, to ensure that the wrong topic resources collection and utilization of good effect. Second, teachers in the process of classroom teaching to cultivate the

12、 habit of students to collect wrong topic, for the wrong topic of in-class practice, teachers should make students record in a timely manner, to practice after class, teachers can be wrong topic collection for an assignment, so that the students to keep the good habit of the collection wrong topic.

13、Finally, the teacher should be on the wrong topic of the collection, let students know where is wrong, the right problem solving method, to explain after the wrong topic at the same time, teachers should be students decorate some of the same type, to ensure that students truly master the methods to

14、solve the problem.Second, the use of primary school Chinese wrong topic collection mode1. The classification of the wrong topic resources in a reasonable mannerBecause the student wrong topic types are diverse, so after for students to collect the wrong topic resources, www.ha

15、 teachers should guide students to classify different types of benefits and induction, summarized several representative types of wrong topic, but also to branch of each type of wrong topic, and then also want to set several examples below, each branch when setting examples, should guarant

16、ee the case must be representative, and then write the correct the problem solving process, and compare the wrong problem solving process, through the contrast, deepen students impressions of the wrong topic, avoid the students in the same type mistake.For example, students often appear grammar mist

17、akes, did many wrong grammar question, teachers will these questions are collected, and reasonable classification to the wrong topic, mainly including the sentence pattern change, modify, pragmatically and expansion and shrinkage sentences, which change the sentence and should include the words, the

18、 interchange between and among the words and statements; The interchange between sure and double negative sentences; The interchange between declarative sentence, rhetorical and exclamatory sentences, and so on, in change sentence, including statements and double negation swaps are students easy pro

19、blems, such as that bag is little red, into a double negative sentence some students will be rewritten to is the bag has to little red. Aiming at this problem, the teacher in the classroom instruction, and write the correct answers on the blackboard how can the bag is not a small red, and then corre

20、cts the answers were compared with the correct answer, let the students strengthen the impression that rewrite the sentences problem, then the teacher out of the two similar problems to the problem, let the student to rewrite, basically the whole class students are changed to. From the above example

21、 we can find that strengthen the wrong topic type classification, through the contrast of the problem solving process, right and wrongIs helpful for students to strengthen the impression of wrong topic, to prevent such mistakes from happening again.2. Dig into the root of the wrong topic appearsTeac

22、hers and students should fully realize the collection and analysis of the meaning of the wrong topic, its main purpose is to prevent errors from happening again, so you have to dig deeper into the cause of the wrong topic can fundamentally to avoid error. So in the process of Chinese teaching in ele

23、mentary school, the teacher in addition to select classic example to explain, but should also extrapolate, then corrects not only carries on the analysis, through the analysis of the wrong topic resources utilization, promote the students progress.Swim shanxi village, for example, in the sentence we

24、ll there is no way, one good thing came out of in the village, students always write error, write spring, village so the teacher to in-depth analysis of the cause of the wrong topic appeared, mainly on the reasons for students always write wrong the poem did not fully understand, so teachers in the classroom to make the whole poem translation student, but also made clear the central idea of the poem, the key is to well there is no way, scenes and village in the village explains, and let the students in cla