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在日常教学实践中,学生在知识掌握体系中的缺失往往通过练习中的错误体现出来。因此,教师常常将这些错误作为教学资源加以利用,以图完善学生的知识结构。可是,情况往往是反复订正反复出错,以至于把教师和学生都置于绝望的边缘。那么,如何对错题合理收集和有效利用,使其成为名副其实的教学资源呢?结合教学实践,试图探索对错题的有效收集、利用的过程中找到一条正确的途径。
In daily teaching practice, the lack of students in the system of knowledge mastery is often reflected through mistakes in practice. Therefore, teachers often use these mistakes as teaching resources to improve the students’ knowledge structure. However, the situation is often repeatedly repeated mistakes, so that teachers and students are placed on the brink of despair. So, how to properly collect and make effective use of the wrong title, make it a veritable teaching resource? In the teaching practice, trying to explore the effective collection and utilization of the wrong title in the process of finding a correct way.