本文選題：錯(cuò)誤 + 錯(cuò)誤管理　； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：錯(cuò)誤是指學(xué)生在平時(shí)的學(xué)習(xí)中出現(xiàn)的知識(shí)漏洞。在英語學(xué)習(xí)中,每個(gè)學(xué)習(xí)者難免會(huì)犯錯(cuò),甚至一些學(xué)習(xí)者經(jīng)常出現(xiàn)“一錯(cuò)再錯(cuò)”的現(xiàn)象。錯(cuò)誤反映了學(xué)習(xí)者知識(shí)理解的偏差,所以對(duì)錯(cuò)誤進(jìn)行管理是很有必要的。錯(cuò)誤管理是一個(gè)自我建構(gòu)和自我監(jiān)控的過程,在這個(gè)過程中,學(xué)生收集和整理學(xué)習(xí)中的錯(cuò)誤,并分析造成錯(cuò)誤的原因,挖掘其隱性知識(shí),彌補(bǔ)知識(shí)上的缺陷,從而內(nèi)化知識(shí),構(gòu)建新的知識(shí)體系。有效地管理錯(cuò)誤能夠幫助學(xué)習(xí)者完善自己的知識(shí)體系,進(jìn)而提高英語成績(jī)。本文以山西省五所普通高中的高二年級(jí)學(xué)生為研究對(duì)象,采用問卷調(diào)查法、樣本分析法和訪談法對(duì)高中生英語學(xué)習(xí)中的錯(cuò)誤管理現(xiàn)狀進(jìn)行了調(diào)查研究。研究的主要問題是:1、當(dāng)前高中生英語學(xué)習(xí)中,對(duì)錯(cuò)誤和錯(cuò)誤管理的態(tài)度和觀念如何?2、當(dāng)前高中生英語學(xué)習(xí)中,對(duì)錯(cuò)誤管理采用的策略有哪些?3、高中生英語錯(cuò)誤管理的行為是什么?研究問卷的數(shù)據(jù)通過SPSS統(tǒng)計(jì)軟件進(jìn)行處理,數(shù)據(jù)主要從三個(gè)角度進(jìn)行分析:對(duì)錯(cuò)誤和錯(cuò)誤管理的態(tài)度、對(duì)錯(cuò)誤和錯(cuò)誤管理的觀念和錯(cuò)誤管理的策略。通過對(duì)錯(cuò)題筆記的收集和訪談來調(diào)查學(xué)生的錯(cuò)誤管理行為。通過分析,結(jié)果表明:高中生普遍對(duì)錯(cuò)誤不排斥,已經(jīng)了解到了錯(cuò)誤的價(jià)值,明白錯(cuò)誤反映了自己知識(shí)的缺陷,但學(xué)生們還沒有意識(shí)到錯(cuò)誤管理的價(jià)值;學(xué)優(yōu)生、中等生與學(xué)困生在錯(cuò)誤管理的態(tài)度和觀念上存在著顯著性的差異,學(xué)優(yōu)生對(duì)處理錯(cuò)誤具有較強(qiáng)的自我效能感,更加注重解決自己的錯(cuò)誤,對(duì)尚未解決的錯(cuò)誤更加難以容忍;男女生在錯(cuò)誤管理態(tài)度和觀念上也存在著顯著性差異,女生明顯表現(xiàn)優(yōu)于男生。高中生普遍缺乏系統(tǒng)有效的錯(cuò)誤管理策略,同時(shí)對(duì)錯(cuò)誤管理的策略的使用也比較單一,沒有對(duì)錯(cuò)誤進(jìn)行分類與反思以及對(duì)錯(cuò)誤二次學(xué)習(xí)的習(xí)慣;學(xué)優(yōu)生、中等生與學(xué)困生之間在錯(cuò)誤管理策略方面存在著顯著性差異,學(xué)優(yōu)生在策略使用的數(shù)量、質(zhì)量與實(shí)效方面普遍優(yōu)于其他學(xué)生,但在分類與糾錯(cuò)方面,這三類學(xué)生不存在顯著性差異;男女生在錯(cuò)誤管理策略上也存在著顯著性差異,女生能較好地進(jìn)行自我監(jiān)控、自我評(píng)價(jià),表現(xiàn)優(yōu)于男生。對(duì)于錯(cuò)誤管理的行為,主要有五種現(xiàn)象:首先,大多數(shù)學(xué)生更愿意花費(fèi)時(shí)間去做新題,而不愿意花費(fèi)時(shí)間分析錯(cuò)誤,甚至有些學(xué)生表示他們根本沒有時(shí)間去收集錯(cuò)誤;其次,大多數(shù)有錯(cuò)題筆記本的學(xué)生,也僅僅是記錄錯(cuò)誤,不對(duì)錯(cuò)誤進(jìn)行分類,不記錄錯(cuò)誤的原因以及他們的個(gè)人反思;另外,他們也幾乎不與其他學(xué)生分享他們的錯(cuò)題筆記,也很少會(huì)定期復(fù)習(xí)他們的錯(cuò)誤;同時(shí),大多數(shù)學(xué)生都知道如何去收集單項(xiàng)選擇的錯(cuò)誤,但對(duì)于完型填空、閱讀、改錯(cuò)和寫作的錯(cuò)誤,學(xué)生們普遍比較疑惑;另外,中等生的錯(cuò)題筆記最為整齊,但他們對(duì)錯(cuò)誤的回看率并不高,有些優(yōu)等生雖然記錄雜亂,但他們的邏輯性性較強(qiáng),錯(cuò)題筆記帶來的實(shí)效性較高;女生的記筆記習(xí)慣較好,部分同學(xué)有錯(cuò)誤分區(qū),還有獨(dú)特標(biāo)記,男生筆記縮略性記錄較多,記錄相對(duì)于女生來說較亂。根據(jù)研究結(jié)果,為學(xué)生提供了一些具體的錯(cuò)誤管理策略,為老師提供了一些具體的活動(dòng)來幫助學(xué)生樹立良好的錯(cuò)誤管理觀念,同時(shí)一些定期的檢查和反饋也是必不可少的。
[Abstract]:Error refers to the knowledge loopholes that students appear in their daily learning. In English learning, every learner is unavoidable to make mistakes. Even some learners often appear "wrong". Errors reflect the deviation of the learners' knowledge understanding, so it is necessary to manage the errors. Error management is a self construction. In the process of self monitoring, students collect and collate errors in learning, analyze the causes of errors, dig out their tacit knowledge, make up for the defects in knowledge, internalize knowledge and build a new knowledge system. Effective management of errors can help the learners to improve their knowledge system and then improve their English. This paper, taking the senior sophomores of five senior high schools in Shanxi Province as the research object, investigates the current situation of error management in high school students' English learning by questionnaire, sample analysis and interview. The main problems are as follows: 1, the attitude and concept of error and error management in the current high school students' English learning. What? 2, what are the strategies for error management in high school students' English learning? 3, what are the behaviors of high school students' English error management? The data of the questionnaire are processed through SPSS statistical software, and the data are mainly analyzed from three angles: attitude to error and error management, ideas and errors in error and error management Through the analysis, the results show that the high school students are generally not excluded from the mistakes, have already understood the value of the error, and that the mistakes reflect the defects of their own knowledge, but the students have not yet realized the value of the wrong management; There are significant differences in attitudes and concepts between students and students with learning difficulties. The students have a strong sense of self-efficacy in dealing with errors, more emphasis on solving their own mistakes and more intolerance of the unsolved errors; there are also significant differences in the attitude and concept of mismanagement between male and female students. It is superior to male students. High school students generally lack systematic and effective error management strategies, and the use of wrong management strategies is relatively simple. There is no classification and Reflection on errors and the habit of error two learning. The number, quality and effectiveness of the strategy are generally superior to those of other students, but there is no significant difference between the three types of students in the classification and error correction; there are also significant differences in the wrong management strategies for male and female students. There are five kinds of phenomena: first, most students prefer to spend time doing new questions, rather than taking time to analyze mistakes, and even some students say they have no time to collect mistakes; secondly, most of the students with misplaced notebooks are just recording errors, classifying mistakes and not making mistakes. And their personal reflection; in addition, they do not share their wrong notes with other students, and rarely review their mistakes regularly; at the same time, most students know how to collect single choice mistakes, but students are generally confused about filling in the blanks, reading, correcting and writing; in addition, middle school students. The wrong notes are the most tidy, but they are not very high in the rate of mistake, some of the best students, although they record a lot of confusion, but their logicality is stronger, the effectiveness of the note taking is higher, the writing habits of the girls are better, some of the students have erroneous zoning, and there are some special marks, and the records of boys' notes abbreviated are more, record relative records relative to them. Girls are disorderly. According to the results, some specific error management strategies are provided for the students, and some specific activities are provided for the teachers to help students to set up a good concept of error management, while some regular checks and feedback are also essential.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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