The Current Situation And The Effective Implementation Of Error Correction Management Of Senior Three Students

With the release of the English curriculum standard for senior high schools（2020Edition）,teachers and students pay more and more attention to the four core English qualities.In the learning ability,one of the core qualities,error correction management,as a very important metacognitive learning strategy,reflects students’ independent learning ability.In order to understand the current situation of error correction management of senior three students and the effective implementation of its research,this paper studies the following four questions,including（1）what are the differences in the types of error correction management among students of different gender and English level?（2）Before and after the error correction management experiment,from the three dimensions of attitude,behavior and strategy,what are the differences and changes in the error correction management of grammar blank filling among senior three students of different genders and English proficiency?（3）How does the management and regular review of English grammar blank filling errors affect the accuracy of grammar blank filling and the overall English ability?（4）According to the changes and effects of the overall error correction management and grammatical error correction management of senior three students before and after the experiment,what more specific advice do you propose for teachers and students?Firstly,the author selected a class of 31 students in the third grade of a key high school in Shanghai to do the time series experiment.Before the experiment,34 questionnaires were distributed to the subjects,31 of which were effective,and the pre-test was carried out.In the experiment,senior three students first learned the management strategy of grammatical blank filling errors in class.After that,the subjects conducted a total of 14 weeks of error correction management,including the submission of wrong question management once a week and the review of high-frequency errors seven times every two weeks.The experimenter recorded the types of wrong questions and the number of errors in each subject’s grammatical blank filling every week to record the process changes of the subjects.After the experiment,32 questionnaires were distributed to the same batch of subjects,31 of which were actually returned,and the post-test was carried out.Finally,by interviewing two low,medium and high English learners,we can understand and analyze the current situation of different English learners’ management of English subject as a whole and grammatical blank filling questions from the three dimensions of attitude,behavior and strategy.The following conclusions are obtained in this experiment:（1）After the experiment,students not only sorted out the grammar errors,but also sorted out the errors in other sections,including subjective questions,and achieved certain results.However,students’ weak parts do not completely match the error management,especially when it comes to listening and reading.There are gaps in management of error correction between female and male students.After the experiment,girls are more prominent in terms of question type and grammatical blank filling.There are gaps in the management of error correction among students with various English levels.High level students perform best in all aspects,while low-level students change and progress the most.（2）After the experiment,all dimensions are improved,and the error correction management attitude has the highest score,which leads students’ behavior and strategy to a certain extent.After the experiment,students’ error correction management behavior and strategy have been largely and positively changed and interrelated.However,after the experiment,students are still superficial in some behaviors and strategies,such as the understanding of the relationship between new questions and old questions,examination oriented review,and the application of some strategies.（3）After the experiment,students’ grammar test scores have improved significantly,but students with high grammar test scores may not have better overall scores.It may be that the error correction management of grammar blank filling has driven the students’ error correction management in other question types,indirectly affecting and improving the students’ English level.Thus,the following advice is proposed for both teachers and students:（1）For teachers,it is necessary to clarify their requirements and significance before error correction management,and introduce different error correction management strategies.In addition,during the management of error correction,hierarchical individual guidance shall be taken for different students,and more regular feedback and supervision on the management of wrong questions shall be offered.（2）For students,it is necessary to deepen their understanding of error correction management,correct their attitude,and learn and apply different error correction management strategies,especially deep-seated strategies.