小学语文错题收集及利用模式

小学语文教学过程中，教师应培养学生收集错题的习惯，并教会学生如何利用错题资源，总结做题经验，以此提高小学语文教学水平。

一、收集小学语文错题的有效策略学生在收集小学语文错题的过程中，应采用正确的途径，以保证错题收集的有效性。

一般情况下，收集途径主要包括三种，即收集教材中和参考书中的错题、收集平常练习的错题、收集考试中的错题。

这三种途径中，收集学生平常练习以及考试中的错题是比较有价值的，能够真实地反映学生学习过程中存在的问题，所以对于这部分错题资源应合理应用，这对于提高小学语文成绩具有重要作用。

为了更好地收集小学语文错题，必须做好以下工作：首先，由于错题收集要求教师应具有一定的耐心和细心，否则对于一些小问题，如一个错字，一个标点符号等，很难被发现，就会将这些小问题错过，然而这些问题是影响学生成绩的关键，因此，教师必须加强细心和耐心，保证错题资源的收集和利用的良好效果。

其次，教师要在课堂教学过程中培养学生收集错题的习惯，对于随堂练习中出现的错题，教师应让学生及时记录下来，对课下练习时，教师可以将错题收集布置为一项作业，从而使学生保持收集错题资源的良好习惯。

最后，教师应针对收集的错题进行讲解，让学生了解错在哪，掌握正确的解题方法，同时对于讲解之后的错题，教师应为学生布置一些同类型的题，以保证学生真正掌握做题的方法。

二、小学语文错题收集的利用模式1.对错题资源进行合理分类由于学生错题类型多种多样，所以对于学生在收集完错题资源后，教师应引导学生对不同类型的错题进行分类和归纳，总结出几个具有代表性的错题类型，同时还要对每种错题类型进行分支，然后每个分支下面还要设置几个例题，在设置例题时，应保证例子必须具有代表性，然后写出正确的解题过程，并将其错误的解题过程进行对比，通过两者的对比，加深学生对错题的印象，避免学生在犯同类型错误。

例如，学生经常出现语法方面的错误，做错了许多语法题，教师将这些题收集起来，并对这些错题进行了合理分类，主要包括改变句式、修改病句以及扩句和缩句等，其中改变句式又包括被字句、把字句以及陈述句三者之间的互换；肯定句和双重否定句之间的互换；陈述句、反问句以及感叹句三者之间的互换等等，在改变句式中，其中陈述句和双重否定句的互换是学生容易出现的问题，如“那个书包是小红的，改成双重否定句”有的学生就会改写为“那个书包不得不是小红的”。

针对这道题，教师在课堂上进行讲解，并在黑板上写出了正确答案“那个书包怎能不是小红的”，然后针对错题答案和正确答案进行对比，让学生加强这道改写句子题的印象，随后教师又出了两道与该道题相类似的题，让学生进行改写，基本上全班学生都改对了。

从上述例子我们可以发现加强对错题类型的分类，通过正确和错误解题过程的对比，有利于学生加强对错题的印象，防止此类错误再次发生。

2.深入挖掘错题出现的根源教师和学生应充分地认识到收集和分析错题的意义，其主要目的是防止错误再次发生，所以必须深入挖掘错题的原因才能从根本上避免错误的出现。

所以在小学语文教学过程中，教师除了选择经典的例子进行讲解之外，还应举一反三，不能只针对错题进行分析，以此通过错题资源的分析利用，促进学生的不断进步。

例如，《游山西村》中的句子“山重水复疑无路，柳暗花明又一村”中的“村”，学生总是默写错误，把“村”写成“春”，所以教师对这个错题出现的原因进行深入分析，总结学生总是默写错误的原因主要是对这两句诗没有完全理解，所以教师在课堂上把整首诗都翻译给学生，同时还明确了这首诗的中心思想，重点是对“山重水复疑无路，柳暗花明又一村”中的“村”进行了解释，并让学生在课堂上又进行了一次默写，这样学生理解了这两句诗的含义就不会再把这两句诗写错。

因此，对错题出现原因进行深入挖掘能够有效避免学生少走弯路。

在小学语文教学过程中，错题收集是避免学生少犯错误，提升成绩的重要途径，所以教师必须加强对错题资源收集，同时还要正确引导学生进行错题资源的收集，并采用合理的方式，合理利用错题资源，并对错题进行合理的分类，对学生出现错题的原因进行深入分析，以此提高学生的学习效率，实现小学语文教学质量的不断提升。

Primary school Chinese teaching process, teachers should cultivate the habit of students 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 students, 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 topic 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 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., are 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 teaching 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 collection 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 master 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 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 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 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 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 problems, 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 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. From the above example we can find that strengthen the wrong topic type classification, through the contrast of the problem solving process, right and wrong Is 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 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 Chinese 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", 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 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 class and conducted a write, so that students understand the meaning of the poem don't mistake the two poem writing. Therefore, the wrong topic appear to dig deep reason can effectively avoid less detours.In the process of primary school Chinese teaching, less wrong topic collection is to avoidmaking mistakes, the important way to improve performance, so teachers must strengthen to the wrong topic resource collection, but also to guide students to correct the wrong topic resources collection, and use a reasonable way, using the wrong topic resources rationally, and carry on the reasonable classification to the wrong topic, appear the cause of the wrong topic in-depth analysis to the student, in order to improve the students' learning efficiency, realize the improving of the quality of primary school Chinese teaching.。