First, guide students to understand the importance of error correction in learning.
This phenomenon often occurs in normal teaching: when the teacher comments on the wrong questions in homework or test papers, students are too lazy to correct them, let alone correct them in time. The author also communicated with some students. The survey found that some students think that it is better to correct the wrong questions than to do new ones, and they are unwilling to read the wrong questions or have strong resistance. Therefore, it is not corrected in time or "corrected for the sake of correction". In view of this phenomenon, teachers should give positive guidance. In the usual teaching process, every once in a while, we will let students communicate in class and show their gains and feelings about right and wrong questions. Students can learn from each other and learn from each other to further improve their awareness and habits of error correction. It is not difficult to find that most students are very interested in this form of homework. Some students sort out some typical exercises in the process of error correction, some students sum up the reasons why the same type of problems often make mistakes, and some students have greatly improved their grades because they attach importance to error correction, so that the purpose is clear and the initiative of error correction will be greatly improved after knowing the benefits.
Second, guiding methods to improve the efficiency of error correction
1. Teachers should always reflect on themselves, collect common mistakes and make records of homework correction.
There are always some problems in students' homework, which reflects the deficiency of teachers in imparting knowledge and students in accepting knowledge and developing ability. We should not blindly ignore and blame students, but analyze and summarize them in time and take effective measures to correct and make up for them. Therefore, we can set up a homework correction record book to record the problems found in homework correction in time, including the following items: the time of homework, the type of homework questions, the excerpts of homework questions, the location of mistakes in the questions (all mistakes or one step mistakes), the names of students who made mistakes, the analysis of the reasons for mistakes, and the error rate of a certain question. This can form a series of error-prone topics, which is conducive to analysis and comparison. At the same time, it is also helpful for teachers to check and fill in the gaps in time and make up the teaching in time. It is of great significance to focus on the review in the future, especially for the new round of teaching, to grasp the key points, break through the difficulties and carry out targeted teaching. We should collectively reflect on the typical wrong questions, find out the reasons for the mistakes and correct them in time.
2. Establish an error correction book, record it in time, and accumulate wrong questions.
After preparing the wrong book, write down or "cut" and "paste" the typical mistakes in the usual homework and exams and edit them in the notebook. At the beginning, teachers' demonstration and guidance are needed, and the handwriting should be correct and clear, and the spacing should be kept to make people feel beautiful.
The classified query of periodical articles is in the periodical database.
When designing the wrong book, it is stipulated that the page should be folded in half first, the wrong questions should be extracted on the left, and the correct answers and reflections should be written on the right. The wrong question prototype and the correct answer part stipulate that two different colors of pens should be used to distinguish them.
3. Help students to classify errors and analyze the causes of errors.
Professor Luo Zengru thinks that there are four kinds of mathematical problem-solving errors: intellectual errors, logical errors, strategic errors and psychological errors. Teachers should pay special attention to students' psychological errors, such as order psychology, detention psychology, potential assumptions, wrong reading, wrong copying, careless writing and so on. Negligent errors caused by poor performance of non-intellectual factors such as panic, impatience, nervousness and carelessness in exams are mostly psychological errors. Only by analyzing the causes of errors can we "prescribe the right medicine".
4. Use the wrong resources to carry out "micro-topic" teaching.
Micro-topic teaching is a kind of "small incision" teaching method, which points to a specific knowledge point, starts with the basic concepts, principles and laws of knowledge, internalizes knowledge, constructs a structure to transmit knowledge, and integrates with basic concepts and principles to solve problems. Using error resources to teach micro-topics can analyze the causes of errors, trace back to the essence of the problem, and then change from mistakes to enlightenment, thus improving the "immunity" of solving problems.
5. Review the wrong questions after repeated completion.
Repeatedly consolidate to reduce the influence of "forgetting law". The research of educational psychology shows that knowledge learning is divided into five stages: perception, understanding, consolidation, application and transfer, and the correction of wrong questions belongs to the stage of knowledge consolidation. Ebbinghaus's "forgetting curve" tells us that the process of forgetting is fast first and then slow, and it will not be forgotten at a certain time. Therefore, mistakes must be corrected and reviewed regularly.
Third, establish a scientific and reasonable evaluation, incentive and supervision mechanism.
The development of students is different, and everyone's ability is different. Only by establishing the corresponding incentive mechanism can we better mobilize the enthusiasm of students at different levels.
1. Clear purpose and enthusiastic encouragement
In the process of teaching, the author often gives some successful examples to motivate students, such as the story of Mao Yisheng, a famous bridge expert, whose math scores are particularly good. It is said that his success is also the establishment of a number of wrong problem sets. With a clear purpose and knowing the benefits, students' consciousness has been improved. After a period of time, students can use this set of wrong questions to copy down all the wrong questions and correct them. Ask the students to write some famous aphorisms on the cover of the wrong set of questions, such as "Plum blossoms come from bitter cold, and swords come from sharpening" to motivate themselves.
2. Grasp the reality and persevere.
At the beginning, focus on every day, strictly supervise as required, rest first when you finish first, and extend the time appropriately if there are many wrong questions. Some students deliberately "left" or "forgot" several questions when collecting. In view of this phenomenon, the author asked the group leader to take out the information of the topic source (workbook or other homework) when checking the signature. After a period of time, students gradually gave up the psychology of not doing it by luck and formed a habit. At this time, the author also lost no time in educating students to listen carefully in class, ask if they don't understand, and leave no doubt, so as to avoid more or less wrong questions.
3. Team constraint, evaluation and follow-up.
A new thing is easy to become a mere formality after its initial freshness. In order to avoid this situation, the author divides the class into 12 groups, the group leader checks once every morning, and five The monitor on duty spot checks are given extra points of 5 points, 4 points, 3 points, 2 points and 1 point respectively, and a review meeting of wrong problem sets is held once a week, so that excellent wrong problem sets can be exchanged and studied in the whole class. Top 10 correction books are judged every month, and winners post photos on teachers' blogs or class websites. Arouse students' enthusiasm for correcting errors.
In short, one purpose of correcting mistakes is to help students develop good study habits. By correcting and consolidating mistakes, students can tap their potential and build their self-confidence. Another purpose of correcting mistakes is to get farther and farther away from the wrong questions through our unremitting efforts.