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在高中学习过程中,考试、做题是每个学生不可逃避的必经过程,那么在这些考试中,错题也是会不断以各种不同的形式呈现在每个学生面前。通常在考试后,老师都会要求学生进行试卷改错,在平时学习的过程中,学生也会自觉地进行错误的订正,但是据统计,卷面错误中仍有70%的错误来源于学生平时作业中的常见错误,甚至有些错误是一犯再犯。究其原因,是平时对待错题的重视程度还不够,只是在就题改题,没有对错例的反思、归纳和整理,缺乏主动找到错误、分析错误并通过自己的能力改错的主动性和能力,更多地依赖于求助的方式,求助于同学或老师,甚至直接拿着正确答案直接照抄,从而导致了学生和老师都在做一些机械的重复,但是收效甚微。讨论一下教师应该怎样指导学生变错题为有效的学习资源。
In the process of high school study, exams and questions are the inevitable course of every student. In these examinations, the wrong questions are constantly presented to each student in various forms. Normally after the exam, the teacher will ask the student to make a test paper error correction. During the normal learning process, the students will also consciously correct the mistakes, but according to statistics, 70% of the errors in the faceting roll still come from the students’ normal work Common mistakes, even some mistakes is a repeat offense. The reason for this is that it is not enough emphasis on wrongdoing in normal times. It is only a matter of reforming the subject, not reflecting on it, concluding and arranging it. It lacks the initiative to find mistakes, analyze errors and correct mistakes through their own abilities The ability to rely more on help-seeking, resorting to a classmate or teacher, or even directing the correct answer directly led to a repetitive mechanical effort by both the student and the teacher, with little effect. Discuss how teachers should guide students to make mistakes as effective learning resources.