从错误中学习:小学英语学科中学生错题的教学价值  

Learning from Mistakes and Errors:The Teaching Value of Students’Errors in Primary School English

作　　者：高倩文 GAO Qing-wen(Nanjing Yincheng Primary School,Nanjing 210023,China)

机构地区：[1]南京市银城小学,江苏南京210023

出　　处：《南京晓庄学院学报》2021年第3期26-32,123,共8页Journal of Nanjing Xiaozhuang University

基　　金：南京市教育科学研究“十三五”规划课题“提升小学英语教师写作教学能力的区域探索研究”(L/2020/146)。

摘　　要：学生出现错题是小学英语教学中普遍关注却认识不够深入的现象。不少教师更关注“有没有错题、有多少错题”,而相对忽略“是不是错题、是什么样错题”的问题;更关注“错在哪里”,而不太重视“错从哪来”的问题;更习惯于一般性地理解学生错题,而对英语学科错题的独特性缺乏思考。导致小学生英语错题产生的因素是多重关联的,涉及教学、学习与内容的交互,智力因素与非智力因素的交织,以及学校、家庭与社会的交错。错题既是教与学的结果,也是教与学的开始。小学英语教师可从三个方面挖掘错题的发展价值:确立合理错题教学观;加强错题教学研究;优化学生错题指导。Students makingmistakes and errors is a common phenomenon in primary school English teaching,but its understanding is not deep enough.Many teachers pay more attention to“whether and how many errors and mistakes there are”,but relatively ignore the problems of“what kind of errors and mistakes they are”.In addition,more attention is paid to“where the mistake is”,but less attention to“where the mistake comes from”.There lacks thinking about the uniqueness of English subject mistakes.The factors that lead to pupils English mistakes are multiple,involving the interaction of teaching,learning and content,the interweaving of intellectual and non-intellectual factors,and the interweaving of school,family and society.Students makingmistakes and errors is not only the result of teaching and learning,but also the beginning of teaching and learning.Primary school English teachers can excavate the development value of mistakes and errors from three aspects:establishing a reasonable teaching concept;strengthening the teaching research;optimizing the guidance of students mistakes and errors.

关 键 词：错题 教学价值 智力因素与非智力因素 

分 类 号：G623.3[文化科学—教育学]