错题集在高中英语学习中的应用 马馨馨

错题集在高中英语学习中的应用马馨馨

发表时间：2015-07-14T14:23:37.723Z 来源：《中学课程辅导·教学研究》2015年6月上供稿作者：马馨馨

[导读] 英语这门学科的特点就是词汇量大，语言知识点多，有自己独特的语法体系。

马馨馨

摘要：在高中英语学习中，学生面临着繁重的学习任务、疑难的知识点，学习起来或多或少地会感到有一些吃力。因此，作为英语教师，我们应该引导学生在学习的过程中掌握正确、有效的学习方式来进行学习。在本文中，笔者提出了一种帮助学生更好地学习英语的方法，即建立错题集。针对于此，笔者对建立错题集的意义进行了分析，并阐述了建立错题集的原则以及有效地使用错题集的教学策略。

关键词：错题集；建立原则；有效使用

英语这门学科的特点就是词汇量大，语言知识点多，有自己独特的语法体系，还有大量的固定搭配和表达法，特别琐碎和繁杂。很多学生在学习过程中，总觉得难以抓住具体的东西进行整理、复习和巩固，从而收到较好的成效。经过多年的实践，笔者发现错题集的应用是解决这一问题的有效方法。

一、建立错题集的意义

1．根据布鲁纳的认识发展理论，学习本身是一种认识过程，在这个过程中，个体的学习总是要通过已知的内部认知结构，对输入信息进行整理加工，以一种易于掌握的形式加以储存，也就是说学生能从原有的知识结构中提取最有效的旧知识来帮助吸纳新知识，即找到新旧知识的“媒介点”，这样，新旧知识在学生的头脑中发生积极的相互作用和联系，导致原有知识结构的不断分化和重新组合，使学生获得新知识。但是这个过程并非总是一次性成功的。练习的目的并不单纯为了求得问题的结果，真正的目的是为了提高学生分析和解决问题的能力，培养学生的创造精神，而这一教学目的恰恰主要通过反思错误来实现。所以，在英语教学中不断整理，回顾错题犹为重要。

2．每个学生都有自己的特点，在学习中常常会有个性化的错误。整理一本自己的错题，有助于了解自己学习中的漏洞。这样，复习就有了准确的依据，可以做到有的放矢，收到事半功倍的效果。

3. 建立错题集有助于改变学生对错误的态度。实际上，对待错题的态度是减少错题的关键，应该把错误看着一种宝贵的学习资源。因为错误，学生才知道自己的不足之所在。而英语学习当中的错误看起来都是小而琐碎的，但不能因为错题小或错误的原因简单而忽视它。一个错误就是知识网络上的一个盲点。如果对待错误的态度不积极，或者缺乏理想的方式解决错误，错误会经常重复发生。因此，对待错误一定要仔细而认真。

二、建立错题集的原则

1．有错必集。在平时的作业、练习或考试中，一旦有错题，随时订正，纪录在案。对一些小的错误，犹其不能放过。哪怕有时只是一个单词的习惯性拼写错误。比如，学生在整理过程中，会发现很简单的词，比如“true”往往被误写成“ture”, “sense” 被误写成“sence”，“destroyed”被误写成“destoried”，“habit”被误写成“habbit”等。

2．忠实的记录自己犯错的过程。在整理错题的过程中，有的学生只记下正确答案，而对于自己所错选的那项，却没有记录的痕迹。这不利于复习回顾时，通过比较来查找错误的根源，挖掘自己错误的意识，从而从根本上消灭这个错误。例如，有这样的一道错题：

He felt tired, as he ________ all the time.

A. has been cleaning

B. is cleaning

C. cleaned

D. had been cleaning

有的学生错题集上只记录下正确答案为D, 复习时只会认为过去完成进行时的知识没掌握。实际上，记录下错误选项的同学，通过两者的对比，会更深入的去了解现在完成进行时和过去完成进行时的本质区别，把这两者的用法彻底搞清楚，起到举一反三的效果。

3．分门别类，条理清楚。哪些属于拼写的错误，哪些是语法的错误，那些属于固定用法的错误，那些属于理解上的问题，都应该分类加以归纳总结。这样一来，既可以从细节上了解自己的错误，又可以从整体上把握到底自己哪一块的问题比较严重，做到心中有数，便于填塘补缺。

三、错题集的利用

1．定期巩固，消灭错题。有了错题集，不等于错题就没有了。一定要分期分批解决错题。错题集建立以后，要充分利用，定期翻看。时间间隔根据自己的需要决定，比如一周，也可以两周或一个月，或学完一个单元后等，尤其在考试之前更应该把错题集翻出看看，将各种错误的类型分类归纳，进行思维重组，重新认识，达到温故而知新的目的。

2．暴露缺点，复习时有据可查，便于填塘补缺。例如，错题集中有这几道题目：

(1)Finally, they arrived in _____ was called India.

A. where

B. that

C. what

D. which

(2)The accident happened ______ he worked.

A. where

B. that

C. what

D. which

(3)The new city is located in _____ was a village.

A. where

B. that

C. what

D. which

通过对这几题细致地对比分析，学生就会明白自己名词性从句和地点状语从句方面需要加强。同时，学生还能归纳出出题者经常从哪几个角度考查，他们必须具有哪些知识储备才能够顺利地解决问题。从而达到化繁为简、有的放矢、减轻学习负担的目的。

3．帮助教师更好地了解学生英语学习中的薄弱环节，提高教学质量。通过学生的错误档案，教师可以及时发现问题，对学生暴露出的错误环节的进行全面分析，提高复习的针对性。力求做到，会的问题不讲，不会的问题精讲。这样也可以把学生从题海中解脱出来，少做题、精做题、做好题。

4．让学生在不断的温故、反省、纠错中，提高自己的解题能力，养成良好的学习习惯。

例如，有这样一道错题：

People are discussing the full use that can be made ______ water.

A. up

B. of

C. from

D. into

答案为B，这题其实就考了一个短语make use of 的用法，但学生面对这道题往往束手无策，不知从哪儿着手解题。通过老师的点拨，

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