A Study Of Intentional Mistakes For Teaching Assistance In Senior High School Chinese Teaching

In the context of the new curriculum reform, for Chinese teachers, how to break the single teaching mode, show the diversity of language teaching, create an independent, cooperative, open and efficient Chinese classroom has become the focus of many teachers and scholars. The method of intentional mistakes for teaching assistance is a effective teaching method that teachers make intentional mistakes in their teaching to deliberately give students the wrong idea, cause the students to understand the conflict, develop students’ ability and achieve a variety of Chinese teaching. This thesis intends to start a research combining intentional mistakes teaching method with Chinese subject, take the subjectivity teaching theory, the teaching process optimization theory, theory of trial and error and the law of the human attention as instruction. The research object of this thesis is intentional mistakes for teaching assistance in senior high school Chinese teaching. This thesis use literature research, case study method, observation as the research methods to explore the application strategies of intentional mistakes in senior high school, hoping that it can provide new ideas, new solutions to the majority of teachers and scholars to create an efficient Chinese classroom.This thesis is divided into five parts.Instruction explains the research background, the reasons, the purpose, the significance of the study, the content and the methods of the study, the key points and the difficult points of the study, and the innovation points, and it also makes a literature analysis of mistakes and intentional mistakes, in order to understand the related conditions of the former research.The first chapter is about the relevant overview of intentional mistakes for teaching assistance. Combined with relevant literature research from home and abroad,this thesis gives a definition on mistakes, intentional mistakes, and intentional mistakes for teaching assistance. And it also carries out a deliberate analysis of the types and characteristics of intentional mistakes for teaching assistance. And it lays a theoretical foundation for a further study of intentional mistakes for teaching assistance.The second chapter is about the basis and the necessity of the implementation of intentional mistakes for teaching assistance. With the help of the relevant theoreticalknowledge of pedagogy and psychology as well as the required conditions of the teachers and students, the thesis explains the theoretical basis and the realistic basis of the intentional mistakes for teaching assistance and explains the necessity from the view of the student’s values, the subjective position, the interest in learning, students’ questioning innovation ability, the ability to reflect introspection and the teachers’ teaching ability, explicating the basis and the premise of the existence, development and optimization of the intentional mistakes for teaching assistance.The third chapter is the typical teaching cases’ analysis of the intentional mistakes for teaching assistance in senior high school Chinese classroom. The writer collected some typical teaching cases using the method of intentional mistakes for teaching assistance from many front-line teachers and made analysis to the cases, from which to explore the experience, to look for inspiration, and to provide clues and ideas for the operation mode and the application strategies of intentional mistakes for teaching assistance later.Chapter four is about the application strategies of the method of intentional mistakes for teaching assistance. This part discusses the premise and the application principle of this method. Combined with the teaching experience of, an operation mode of “mistakes preparing- mistakes making-mistakes recognizing- mistakes correcting”in intentional mistakes for teaching assistance in senior high school Chinese classroom is put forward, Along with the specific strategies of intentional mistakes operation from the key points and the difficult points, the confusing points, the intellectual stagnation point, the error-prone point, the concept ambiguity point and the classroom boredom, they provide a reference for the front-line teachers to use this method in senior high school Chinese teaching.The method of intentional mistakes for teaching assistance has its own value of existence in the high school language classroom. So, it is necessary to continue in-depth study from many aspects for teachers and scholars. With the expansion of the study, the relevant theoretical results will be more rich.Those results will provide more useful reference for teachers that use intentional mistakes for teaching assistance in senior high school.