Students' Errors Are Also Curriculum Resourses

It deserves researching that we should make advantage of students' errors. For a period of time there has existed the phenomenon that neglects the discovery and use of great numbers of valuable invisible curriculum resources due to the ignorance and betray of the practical life of students. The practice of correcting errors to the most possible extreme deprives students' interest and motivation and holds back the reform of English teaching in middle schools. This essay is intended to contribute a breakthrough to the study of curriculum resources. First, the essay reevaluates the essence of students' errors and the inevitability from three aspects, namely cognitively, educationally, and methodologically. Next, after exploring and analyzing students' English errors on the foundation of distinguishing and classifying them, the essay presents its argument of a new relationship between curriculum resources, that is, students' errors prove to be a special curriculum resource which is definitely applicable, for students' errors meet the definition of curriculum resources in that they bear the characteristics of material curriculum resources, invisible curriculum resources, and learning curriculum resources in form of life carrier and non-life carrier. Students' errors play an important part in constructing curriculum resources of the English subject and they enhance the healthy development of students' emotions and attitudes. They also highlight the motivation of students' creativity and reinforce the learning of English. Finally the essay testifies the feasibility of the application of students' errors as curriculum resources, suggesting that priority should be given to distinguishing different kinds of errors and improving them separately, to improving methodology purposefully and helps reduce non-knowledge errors in particular. Furthermore, some tactics of solutions to students' errors are provided in the end. As a whole the paper is intended to make a new cut-through for the reform of English teaching and find a possible new field for curriculum resources.The paper holds the belief that it is far from enough if we only stop at therealization of the value of curriculum resources. What is more important is how to take full advantage of this valuable curriculum resource and serve the practice of teaching. The paper advocates to innovate the outdated ideology of subject-knowledge-oriented curriculum resources in hope for transferring students' errors into curriculum resource so that a new idea could be reached. With the employment of this new idea, students are to be exposed to more respect to their feelings and personal experiences and to benefit more from better efficient English language teaching.