学生在学习中常常出现错误,错误意味着学生的思路出现偏差,或方法选择不当,或认知结构不完善等等;错误也意味教学受挫,意味教师的教学存在不足与缺陷,因而作为教师应尽可能避免学生出错。但我们又要看到,出错并非就只是坏事,如果教师处置得当,引导有方,错误也能闪现亮点,能绽放美丽的花朵,能成为学生知识、能力的增长点,方法、技巧的滋生点,情感、态度的转化点,能转化成有效的课程资源。要产生这种效果,教师就应树立课程意识,当学生出现错误时, Students often make mistakes in their studies. Errors mean deviations in the students’ thinking, improper choice of methods, or imperfect cognitive structures. Errors also mean that teaching is frustrated, meaning that teachers’ teaching is shortcomings and deficiencies. Therefore, they should be teachers. Avoid students’ mistakes as much as possible. However, we must also see that mistakes are not just bad things. If teachers are properly handled and well-informed, mistakes can flash bright spots and bloom beautiful flowers. They can become a point of growth for students’ knowledge and ability, and a breeding ground for methods and techniques. , The transformation point of emotion and attitude can be transformed into effective curriculum resources. To produce this effect, teachers should establish curriculum awareness when students make mistakes.