小學(xué)語文錯(cuò)題收集及利用模式

1、小學(xué)語文教學(xué)過程中，教師應(yīng)培養(yǎng)學(xué)生收集錯(cuò)題的習(xí)慣，并教會(huì)學(xué)生如何利用錯(cuò)題資源，總結(jié)做題經(jīng)驗(yàn)，以此提高小學(xué)語文教學(xué)水平。一、收集小學(xué)語文錯(cuò)題的有效策略學(xué)生在收集小學(xué)語文錯(cuò)題的過程中，應(yīng)采用正確的途徑，以保證錯(cuò)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(cuò)題、收集平常練習(xí)的錯(cuò)題、收集考試中的錯(cuò)題。這三種途徑中，收集學(xué)生平常練習(xí)以及考試中的錯(cuò)題是比較有價(jià)值的，能夠真實(shí)地反映學(xué)生學(xué)習(xí)過程中存在的問題，所以對(duì)于這部分錯(cuò)題資源應(yīng)合理應(yīng)用，這對(duì)于提高小學(xué)語文成績具有重要作用。為了更好地收集小學(xué)語文錯(cuò)題，必須做好以下工作：首先， 由于錯(cuò)題收集要求教師應(yīng)具有一定的耐心和細(xì)心，否則對(duì)

2、于一些小問題，如一個(gè)錯(cuò)字，一個(gè)標(biāo)點(diǎn)符號(hào)等，很難被發(fā)現(xiàn)，就會(huì)將這些小問題錯(cuò)過，然而這些問題是影響學(xué)生成績的關(guān)鍵，因此， 教師必須加強(qiáng)細(xì)心和耐心， 保證錯(cuò)題資源的收集和利用的良好效果。其次， 教師要在課堂教學(xué)過程中培養(yǎng)學(xué)生收集錯(cuò)題的習(xí)慣，對(duì)于隨堂練習(xí)中出現(xiàn)的錯(cuò)題，教師應(yīng)讓學(xué)生及時(shí)記錄下來，對(duì)課下練習(xí)時(shí)，教師可以將錯(cuò)題收集布置為一項(xiàng)作業(yè)，從而使學(xué)生保持收集錯(cuò)題資源的良好習(xí)慣。最后， 教師應(yīng)針對(duì)收集的錯(cuò)題進(jìn)行講解，讓學(xué)生了解錯(cuò)在哪，掌握正確的解題方法，同時(shí)對(duì)于講解之后的錯(cuò)題，教師應(yīng)為學(xué)生布置一些同類型的題，以保證學(xué)生真正掌握做題的方法。二、小學(xué)語文錯(cuò)題收集的利用模式1 .對(duì)錯(cuò)題資源進(jìn)行合理分類由于學(xué)生

3、錯(cuò)題類型多種多樣，所以對(duì)于學(xué)生在收集完錯(cuò)題資源后，教師應(yīng)引導(dǎo)學(xué)生對(duì)不同類型的錯(cuò)題進(jìn)行分類和歸納，總結(jié)出幾個(gè)具有代表性的錯(cuò)題類型，同時(shí)還要對(duì)每種錯(cuò)題類型進(jìn)行分支，然后每個(gè)分支下面還要設(shè)置幾個(gè)例題，在設(shè)置例題時(shí)，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(cuò)誤的解題過程進(jìn)行對(duì)比，通過兩者的對(duì)比，加深學(xué)生對(duì)錯(cuò)題的印象，避免學(xué)生在犯同類型錯(cuò)誤。例如， 學(xué)生經(jīng)常出現(xiàn)語法方面的錯(cuò)誤，做錯(cuò)了許多語法題，教師將這些題收集起來，并對(duì)這些錯(cuò)題進(jìn)行了合理分類，主要包括改變句式、修改病句以及擴(kuò)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

4、問句以及感嘆句三者之間的互換等等，在改變句式中，其中陳述句和雙重否定句的互換是學(xué)生容易出現(xiàn)的問題，如 “那個(gè)書包是小紅的，改成雙重否定句”有的學(xué)生就會(huì)改寫為“那個(gè)書包不得不是小紅的”。針對(duì)這道題，教師在課堂上進(jìn)行講解，并在黑板上寫出了正確答案“那個(gè)書包怎能不是小紅的”，然后針對(duì)錯(cuò)題答案和正確答案進(jìn)行對(duì)比，讓學(xué)生加強(qiáng)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(xué)生進(jìn)行改寫，基本上全班學(xué)生都改對(duì)了。從上述例子我們可以發(fā)現(xiàn)加強(qiáng)對(duì)錯(cuò)題類型的分類，通過正確和錯(cuò)誤解題過程的對(duì)比，有利于學(xué)生加強(qiáng)對(duì)錯(cuò)題的印象，防止此類錯(cuò)誤再次發(fā)生。2 .深入挖掘錯(cuò)題出現(xiàn)的根源教師和學(xué)生應(yīng)充分地認(rèn)識(shí)到收集和分

5、析錯(cuò)題的意義，其主要目的是防止錯(cuò)誤再次發(fā)生， 所以必須深入挖掘錯(cuò)題的原因才能從根本上避免錯(cuò)誤的出現(xiàn)。所以在小學(xué)語文教學(xué)過程中， 教師除了選擇經(jīng)典的例子進(jìn)行講解之外，還應(yīng)舉一反三，不能只針對(duì)錯(cuò)題進(jìn)行分析，以此通過錯(cuò)題資源的分析利用，促進(jìn)學(xué)生的不斷進(jìn)步。例如，游山西村中的句子“山重水復(fù)疑無路，柳暗花明又一村”中的“村”，學(xué)生總是默寫錯(cuò)誤，把“村”寫成“春”，所以教師對(duì)這個(gè)錯(cuò)題出現(xiàn)的原因進(jìn)行深入分析，總結(jié)學(xué) 生總是默寫錯(cuò)誤的原因主要是對(duì)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(xué)生，同時(shí)還明確了這首詩的中心思想，重點(diǎn)是對(duì)“山重水復(fù)疑無路，柳暗花明又一村” 中的“村”進(jìn)行了解釋，并讓學(xué)生在

6、課堂上又進(jìn)行了一次默寫，這樣學(xué)生理解了這兩句詩的含義就不會(huì)再把這兩句詩寫錯(cuò)。因此，對(duì)錯(cuò)題出現(xiàn)原因進(jìn)行深入挖掘能夠有效避免學(xué)生少走彎路。在小學(xué)語文教學(xué)過程中，錯(cuò)題收集是避免學(xué)生少犯錯(cuò)誤，提升成績的重要途徑，所以教師必須加強(qiáng)對(duì)錯(cuò)題資源收集，同時(shí)還要正確引導(dǎo)學(xué)生進(jìn)行錯(cuò)題資源的收集，并采用合理的方式，合理利用錯(cuò)題資源，并對(duì)錯(cuò)題進(jìn)行合理的分類，對(duì)學(xué)生出現(xiàn)錯(cuò)題的原因進(jìn)行深入分析， 以此提高學(xué)生的學(xué)習(xí)效率，實(shí)現(xiàn)小學(xué)語文教學(xué)質(zhì)量的不斷提升。Primary school Chinese teaching process, teachers should cultivate the habit of studen

7、ts to collect wrong 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 st

8、udents, should 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 t

9、opic in exam. In 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

10、the elementary school 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., a

11、re difficult to find, 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 teach

12、ing to cultivate the 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 coll

13、ection wrong topic. 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 ma

14、ster the methods to 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, teachers

15、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 guarantee the case must be

16、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 mistakes, did many

17、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 interchange be

18、tween 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 problems, such as

19、"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&

20、quot;, and then corrects 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. F

21、rom the above example 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 wr

22、ong topic appearsTeachers 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 Ch

23、inese teaching in elementary 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&

24、quot;, for example, in the sentence "well there is no way, one good thing came out of it" 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 reaso

25、ns 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 class