教学活动中错误资源的有效利用要经历四个阶段:注意倾听,发现错误→引导分析,思考错误→群思群议,解决错误→学后反思,逐步提升这样一个循序渐进的过程。一、注意倾听,发现错误课堂教学是一个动态生成的过程,在预设的范围之外经常会有一些“突发事件”的生成。在突发事件生成时,往往会有一部分教师急于解决这个突发事件,而 The effective utilization of the wrong resources in teaching activities goes through four stages: listening, finding mistakes, guiding analysis, thinking mistakes, thinking in groups, solving mistakes, reflecting after school, and gradually improving such a gradual process. First, pay attention to listening and found that mistakes Classroom teaching is a dynamically generated process. There are often some “emergencies” generated outside the preset scope. When emergencies are generated, some teachers are often eager to solve this unexpected event, and