How to effectively improve students' problem-solving ability of correcting mistakes in short passages

How to effectively improve students' problem-solving ability of correcting mistakes in short passages 1, so that students can learn to analyze sentence structures. The two basic sentence structures in English are subject-predicate-object and cardinal table. Make clear what part of speech the subject, predicate, object and predicate of a sentence should be. In particular, we should pay attention to the consistency of subject and predicate. Some students didn't even understand why she worked in London at first. She thinks works is plural. If she can analyze that she is the subject and work is the predicate verb, she won't make a joke. Based on this phenomenon, in teaching, I pay more attention to let students analyze sentence structure. They must learn to analyze the structure of each sentence in the text and then translate it accurately on the basis of analysis.

2. Let students know which words can be modified by which words. This is the content of correcting mistakes in the essay, and it is also the place where mistakes are easy to make in writing. For example, adjectives modify nouns, adverbs modify verbs, adjectives, adverbs, prepositional phrases or sentences, what words modify comparative degrees, and what is the difference between countable nouns and uncountable nouns. Although these are the most basic, you must emphasize and repeat them because our students' English is generally poor. We can watch an exercise: the road is extremely narrow. Here, we test adverbs to modify adjectives. He can speak very fluent English. Here are adverbs modifying verbs; This book is more interesting. The test here is to modify the comparative words. This sentence is actually correct, but many students make mistakes because they have not mastered this knowledge point. It can be seen that it is very necessary to infiltrate these basic knowledge imperceptibly in the usual classroom teaching!

3. Cultivate students' habit of carefully examining questions and observing the tense of articles. Tense is often the test site for correcting mistakes in short passages, and it is not difficult. The main test is whether you are careful. This can be mastered after practice, and it is more important to tell students which situations to use the simple present tense. For example, objective arrangement, dialogue content in quotation marks and so on. The teacher said that the earth is round. Is a good example.

4. Ask students to understand the meaning of the article, and don't blindly look for mistakes and take them out of context. Context is the big environment in which language exists, so correcting mistakes cannot exist independently without context. Incorrect use of conjunctions often occurs in error correction, which must be based on the understanding of sentence meaning. Tell students that conjunctions are often misused, such as but, how, while, where, and, there … or, there … nor, and "with while/ although there is no but" and "because there is no so".

5. Help students learn grammar well. There are also some grammatical mistakes in correcting mistakes, such as the correct use of the leading word in the attributive clause: water, which is very important to life. Therefore, in the usual teaching, I will "do one more question" in sentences with grammar points in texts or exercises, so that students can really master grammar points. You can also modify the original sentence in the text and put it into the intensive reading plan, so that students can modify the original sentence. For example, the original sentence "Yang stayed in space for a year and a half." From the article module 5, people from Taiwan Province, China returned to Earth. You can change it to "Yang stayed in space for 2 1 year and a half" and ask the students to correct their mistakes. If you persist for a long time, the effect is obvious.

How to improve students' ability to solve problems? Almost every student has had this experience: a problem that he never thought about how to solve, or solved, was very troublesome, but the teacher gave a wonderful solution. What you want to know most at this time is "How did the teacher come up with this solution?" But why didn't I think of it? "The following article talks about how to improve students' problem-solving ability.

First, study how to solve problems and master problem-solving routines.

Paulia divided the problem solving into several processes.

First, strengthen the monitoring of the problem solving process.

In the process of solving problems, I should monitor the following main elements: control, supervision, foresight, adjustment and evaluation.

1. control, that is, in the process of solving problems, make basic plans and arrangements on how to start, how to plan, how to conceive, how to choose, how to organize, how to guess and how to correct. Accurately perceive and classify all kinds of information in the learning situation, mobilize relevant knowledge in the mind, quickly choose effective information, organize information in an appropriate way, choose strategies to solve problems, arrange learning steps, and control your own thinking direction. Pay attention to the process and level of problem solving, consciously control the pace of problem solving, "be aware" of the whole process of problem solving, and clearly realize the intention of each step of problem solving.

2. Supervision, that is, temporary inspection and inspection. In the process of solving problems, pay close attention to the process of solving problems, maintain good criticism, and examine the understanding of problems, the choice of strategies, the assumptions of prospects, the understanding of concepts, the application of theorems and the grasp of forms in each process of solving problems with high vigilance, and check your own guesses, inferences, calculations and conclusions in appropriate ways and means.

3. Foresight, that is, in the whole process of solving a problem, estimate your own situation at any time, judge the nature of the problem, and look forward to the prospect of the problem. Make a rough estimation, judgment and choice of the nature, characteristics and difficulty of the problem, as well as the basic strategies and ideas to solve the problem; Guess the possible answers to the questions and possible methods, and estimate the prospect and the possibility of success of each method. And try to put yourself in a position where it is easy to catch the problem.

4. Adjustment, that is, according to the results of supervision and the foresight of solving problems in all aspects, timely adjust the problem-solving procedures, change thinking strategies, and reconsider known conditions, unknowns or conditions, assumptions and conclusions; Restate the problem to make it more familiar and easier to get close to the goal. For example, "try to draw a picture", "introduce appropriate symbols" and "return to the definition".

5. Evaluation, that is, understanding the gains of solving problems with the standards of "understandability" and "development", consciously dissecting the essence of problems, reflecting on the experience of finding solutions to problems, refining the key to solving problems, summarizing the experiences and lessons of the problem-solving process, and reflecting on the success or failure of the problem-solving process and its reasons; Summarize the problem-solving process from the height of thinking strategy, summarize the general rules, new experiences, new insights and new experiences, popularize and deepen the problem, find new solutions and better solutions, and simplify the problem-solving process or expression. Evaluation should run through the whole process of solving problems and be evaluated at any time, not just after solving problems.

Second, improve the self-awareness of solving problems.

Consciousness is a reflection of objective reality, including self-awareness and awareness of external things. Self-consciousness is the highest form of human consciousness. Because self-consciousness takes the subject and its internal activities as the object of consciousness, it can monitor and regulate people's cognitive activities, which is the highest state of self-monitoring. In the study of geographical problem solving, people's self-consciousness is their own perception, representation, thinking, memory and experience of the problem, as well as their own consciousness of purpose, plan, action and action effect.

To improve the ability to solve problems is to raise the monitoring of problem solving to the level of self-awareness. Only when all kinds of monitoring reach the level of thoughtlessness and spontaneity, that is, it rises to the level of "consciousness", can the subject's ability to solve geographical problems reach the highest level. The self-consciousness of solving geographical problems includes: problem consciousness, question examination consciousness, association consciousness, goal consciousness, approach consciousness, guess consciousness, reflection consciousness, generalization consciousness and so on. This is what Paulia's prompt language should achieve.

Third, use Paulia's "hint language"

Paulia gave many tips to solve the problem in his theoretical works. Therefore, often consciously using these hints is an effective way to improve the ability to solve problems. As Paulia pointed out, "In addition to universality, the problems in the table are natural, simple and obvious, and they come from common sense. These questions always advise you to do what you should do at this time, rather than giving specific suggestions on the specific problems you are trying to solve. " "If it is time to ask the right place, it may lead to a good answer, a correct idea, or an appropriate step that can promote the problem-solving process."

The common sense and universality of Paulia's tips make the help of these questions not imposed on others, so students can naturally ask similar questions themselves. In different problem situations, if students ask themselves the same prompt repeatedly in different ways, it is easy to cause the same thinking activities, which is conducive to forming a thinking habit. If the same prompt in the form is helpful to the student, then he will pay more attention to it and use it continuously in similar situations. These tips only point out the general direction, and there are still many things for students to do. By repeating these hints, you can always succeed in drawing the right idea. Through such success, you will gradually really understand it.

In problem-solving teaching, the best thing a teacher can do for students is to help them naturally. In particular, he should put forward these hints repeatedly and often to urge him to come up with a good idea. Such guidance can help students find the correct way to use various tips. Because this knowledge transcends the specific object and applies to any problem, what students learn is more important than any specific geographical knowledge.

Fourth, refine your own "tricks"

For people who are good at solving problems and already have these common sense, these common sense tips seem natural, ordinary and unremarkable, but they often don't pay attention to expressing their actions in clear language, while Paulia clearly expresses these views with her clear consciousness.

Therefore, on the one hand, we need to learn to use Paulia's tips on problem-solving monitoring to cultivate good problem-solving habits; On the other hand, the problem solver should also refine and summarize his own experience and experience in problem-solving monitoring from his own experience, and form his own style tips for problem-solving monitoring.

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To improve the ability to solve problems, we need to listen more and do more at ordinary times.

Children need to do more problems and solve problems in all directions.

How to improve students' ability to solve problems in exams? I think it is more important to put yourself in others' shoes. The so-called know yourself and know yourself. Imagine what they need and like, so it's easy to satisfy each other.

How to improve the ability of correcting mistakes in senior high school students' compositions How to improve the ability of correcting mistakes in senior high school students' compositions Full score 10. It is not easy for quite a few students to get more than 8 points for correcting mistakes in their essays. Actually, it's not as difficult as we thought. It is generally not difficult to correct mistakes in Selected Works. Most of the compositions written by students in China are slightly rewritten. Of course, most mistakes are common mistakes made by students themselves. Usually, 10 errors are set, but not one error per line, but one sentence by sentence. Each complete sentence has at least one error, or there may be more than one error. There are usually mistakes in articles and plural names, and the indefinite article A or an should be added before uncountable nouns. For example, this sentence gives us a piece of advice, and advice is an uncountable noun, so there is no need to add an in front of it. When plural nouns indicate categories, add the article the before them. Of course, it is also possible to add articles before countable nouns, especially in some idioms. Verb tense is also one of the classic contents of examination. Usually the context is the simple past tense, and the present tense may also appear. At this time, we should pay special attention to it and change it into the past tense if necessary. If the contexts are all present tense, and some of them appear in the past tense, it should be changed to the present tense according to the needs of the context. In short, the tenses should be consistent. Errors in logical relations are also necessary, including related words that express logic, whether they are turning points or undertaking, causality or conditions. At the same time, there will be logical errors in the reference of personal pronouns. For example, the former sentence is an imperative sentence, the latter sentence is referred to by the personal pronoun we, the former is he, and the latter is s he. Moreover, the application of prepositions, adjectives and adverbs and the collocation of verb phrases are also the contents of correcting mistakes in the passage. As long as we practice and sum up well, our ability to solve problems will be improved in the process of repeated practice and summary. Error correction is an indirect test of students' English writing ability and written language understanding.

How to improve students' ability to solve problems in chemistry. First, strengthen the understanding of concepts and deepen the understanding of chemical concepts, which is the basis for improving the ability of solving chemical problems. Generally speaking, the understanding of concepts can be divided into two levels: (1) direct understanding: that is, the language description of concepts can be recognized. For example, "homologue" refers to a series of tissues with similar molecular structures and differences in CH2 or integer multiples thereof.

How to improve students' ability to solve problems in physics?

Never recite physics, including formulas, definitions, theorems, laws, etc. A profound and accurate understanding is the most important;

2. There is an invisible "scientific thought" in science represented by mathematics, which is the soul of mathematics and physics, that is, thinking activities marked by analysis, synthesis and reasoning; In learning, we should always pay attention to understand it and grasp it;

3. Under the premise of resolutely opposing "crowd tactics", emphasize doing a certain amount of exercises;

4. Be prepared: the more you learn later, the more abstract, the more flexible and interesting you will be;

5, mathematics, physics knowledge from the beginning, every bit can not be missed; If there is any omission, it should be made up in time;

6. Physics is close to mathematics, and the method is similar to mathematics;

7. Although chemistry is a science subject, it has always been called a "minor liberal arts subject". The content of reasoning is far less than mathematics and physics, while the content of memory is like liberal arts; Refer to the basic methods of liberal arts to learn chemistry;

8. Don't be afraid of knowledge barriers (such as encountering difficulties). ). The real kung fu of mathematics and physics is practiced in front of obstacles;

Believe in yourself, start from the simplest and most basic place (also the most important place), don't worry, you will certainly gain something.

How to improve students' mathematical problem-solving ability? I think math needs strong thinking ability. Listen to me first:

First, we should pay attention to adjusting our mentality. People who are good at math also have problems that they can't do. It's normal that some problems can't be done. Don't worry.

Second, don't find math difficult. Mathematics can be as fun as playing games.

Third, listen to the teacher for 40 minutes. Consciously review and preview after class. Learn the basics first. Then I will miraculously improve my math scores.

Self-study is very critical, especially the mastery of basic knowledge. You should regard mathematics as a game, and the basic knowledge is to tell you the rules of the game. Make rational use of these rules and complete the game, and you can enjoy the fun of the game.

I don't know if you are in junior high school or high school now. Or is it already a senior three? If you are a senior in high school, you can only talk about sea tactics. If you are still young, consolidate your knowledge first and do a question to consolidate every knowledge point. If you have mastered it completely, it will be easy to do the problem. You should ensure a certain amount of questions at ordinary times, and don't ask the teacher easily. Simple questions must be done independently, and they must be persisted for a period of time. Gradually, you will find that when you really encounter a problem that you can't solve, you ask the teacher, and the teacher will finish the math problem with you.

At this time, you can not only enjoy the fun of mathematics.

In this way, you can also enjoy embarrassing the teacher.

I think to learn a thing well, you must be interested in it first, at least not exclusive, so I suggest you adjust your mentality first and be interested in it as much as possible. If you do it, that's good. You will learn it well.

Of course, it is not enough to just like it. Don't be afraid of it. Many students get a headache and fear when they mention mathematics. If you are afraid to touch it, how can you learn it well? I don't know your background, but what I said is one-sided. It's difficult at first, so let's start with the formula theorem in books. Any exam is inseparable from books. If you think you have fully understood this book, that's good. Be patient and don't be impatient, especially when you have just learned a new lesson. The title in the book is simple, but it is an essential process. I know many students despise it, but the simpler the exam, the more people can't do it.

When the problems in your book are solved, well, your extracurricular materials will play a role. If you are learning a new lesson, try to make the materials issued by the school first. First, the teacher will definitely check the materials sent by the school, so deal with the teacher. Secondly, why did the school order that book? Many teachers must have agreed for a long time before deciding, and it must have its merits. You must firmly believe that your teacher will not hurt you. If you have done all this and still have the energy, then you should consider finding a book to chew on yourself. If you want to find a book by yourself, you must take a technical test. You must consider many factors, such as the amount of questions and the difficulty (you must improve them appropriately, but you can't just pay attention to all the problems. The college entrance examination will not focus on problems, but choose targeted topics. You can't blindly look at what others buy and buy books that suit you. Generally, just buy one. You can't just do math all the time. You must take care of all the subjects.

If you want to review, it will be more difficult, because the new lesson should not be finished, and you must not pile up new ones in order not to forget the old ones. It is best to use the whole weekend to do it. Math scores must be accumulated by sweat and time. You should plan and arrange your time reasonably, and strive to achieve the highest efficiency in the shortest time. You are reviewing. First of all, you should read a book. Then, because you have learned it before, you should try to dig out all your memories. Now there is a summary of knowledge in the review books of senior three. Close the book and fill in the blanks by yourself. What you haven't mastered is clear at a glance. Of course, you will find that the problem is very slow and the error rate is high. Even the questions you have done before will be gone. Don't be afraid.

No matter what you do, you should tick off the classic and difficult questions so that you can review them later. Repetition is important. If you have nothing to do, just turn over the questions you have checked before. Maybe you will have them in the next exam. Moreover, mathematics is very logical, and you can remember it after reading it twice, but you must learn to summarize the problem-solving methods when reading it. Don't change the numbers next time and don't know how to do it, then you will do it for nothing, and the summary is also very important ~ ~