Secondary Language "false Error - Reverse" Teaching And Research

The middle school Chinese Curriculum Standards stressed the universality of language teaching resources. So through carefully thinking, errors that teachers and students do not want to happen to themselves are also a kind of teaching resource. As long as the errors are used correctly, they can generate different educational functions; different treatments to them will have different values. In teaching, stimulating function that the teacher's intended errors acts on students has always been a "blind spot" in teaching theory. Therefore, the author proposes Intentional Error - Converse teaching model in research of Chinese teaching. The Intentional Error - Converse teaching method is fundamentally different from the positive guidance during traditional teaching. It will break the single situation of traditional teaching methods, and provide a new teaching idea.The thesis has five parts:Chapter One: the theory basis of Intentional Errors– Converse. The modern theory Attention in Psychology stressed that human's attention has an economical principle: the people no longer pay attention to the things that are familiar and known to themselves, otherwise person's psychology will be made exhaustedly and overwhelmed. According to this principle , the author proposes that we can cuts into the teaching from converse thinking's angle and implement Intentional Errors - Converse teaching model. In addition, the famous experiment"hungry cat escaping from mazy cage", which was done by the American famous psychologist Thorndike, may also explain the scientific nature of Intentional Errors - Converse teaching model. At the same time, the middle school Chinese Curriculum Standards of nine years'compulsory education requests the teachers to use and understand the teaching material creatively and develops the curriculum resources positively; utilize many kinds of teaching strategies flexibly, which is the proposed basis of this teaching method. The optimization principle and subjectivity theory of teaching are also theory basis of Intentional Errors - Converse teaching model.Chapter Two: the connotation and characteristics of Intentional Errors - Converse teaching model. Intentional Errors - Converse teaching method in the middle school Chinese teaching means that according to middle-school student's age and psychological characteristic, embarking on the Chinese discipline's basic property and cutting into the teaching from converse thinking's angle, the teacher intends to give the students wrong thought and answer, set artificially some thoughts traps, thus stimulates the student to inquire, consider, discriminate, compare, and discover the mistakes, then revise mistakes, finally obtain more firm and perfect knowledge. As a teaching method, Intentional Errors - Converse teaching has four basic characteristics: first, it regards errors as teaching resources and stresses the important value of the errors in the teaching and learning. Second, it gives prominence to the intended function in the process of teaching. Third, it pays attention to the cultivation of intelligence and creativity. In addition, the flexibility and interactivity is one characteristic of this teaching method.Chapter Three: the significance of Intentional Errors - Converse teaching model. Teaching is science; meanwhile it is also an art. The implementation of Intentional Errors - Converse teaching is helpful to promote teachers'teaching wisdom; enhance students'study interest, stimulate the students'study enthusiasm; sharpen students'question ability, exercise profundity and critical ability of students'thought; raise students'innovative consciousness; train the students'careful, earnest study quality and positive emotion. Certainly, this teaching method also has its own limitation, so we cannot only pursue the form.Chapter Four: the principles of Intentional Errors- Converse teaching model. Besides obeying the middle school Chinese teaching principles, we should also reflect the unique and regular principles that the Intentional Errors - Converse teaching method has, such as innovative principle, moderate principle, stimulating question principle, feasible principle, foresighted principle and artistic principle. Only when the teachers grasp these principles in the implementation process, they can carry on the education teaching well, enhances gold content of the education teaching.Chapter Five: the strategy and method of the implementation of Intentional Errors– Converse teaching model. The teaching procedure of the method includes: first, the teachers estimate the mistakes which the students will make; second, the teachers draw out the question through the mistakes; third, the students make the mistakes; then the students discover mistakes after thinking and discussing the question; then the teachers and students correct mistakes together; finally, the student correct the mistakes and draw inferences about cases from one instance and obtain more reliable and firmer knowledge. During the implementation of Intentional Errors– Converse teaching model in the middle school Chinese teaching, the teacher should change the teaching idea, the teachers and students must have rich reserve of knowledge, the teacher must seek for the appropriate question to cut the entrance, establish the specific situation and atmosphere, and think much of the listening function. The operation of this teaching method may divide into the utilization in the new class, utilization in the review class and the implementation in the comment class. In addition, the education narrative in the appendix through opposite experiment's way, further explained feasibility of the teaching model.