| In recent years, the problem about the reform of new curriculum has been one of the hot topics of educational research. Zhong Qiquan said that curriculum reform is the core part of education reform, classroom teaching is the core part of the curriculum reform. Thus, classroom teaching is the foundation, what we can do is to start from the foundation. Classroom interaction is the main classroom teaching behavior, Among them, responding to students ’errors by teacher is even more cause for concern. If teachers use a positive way or a friendly attitude to respond to the errors of students, analyze the reasons of students’ errors carefully, instruct students to correct their mistakes, and emphasize the potential of learning from mistakes, then the students re-recognize their errors that seen as an entry point to learn something new, they would get more. But in an actual classroom, teachers only focus on teaching carried out smoothly, and ignore the concerns of students. Therefore, when the student makes errors, many teachers will choose to immediately interrupt the student, correct errors, criticize or ridicule. That would hurt the student’s self-esteem and motivation, let the student generates psychological pressure in his speech, so will be afraid to speak, and affect the student’s learning efficiency. Therefore, it is necessary to study responding to students’ errors by teachers, so we can understand the current situation of responding to the students’ errors by teachers, and give some advice to promote responding effectively to students’ errors.Research method used in this paper is video analysis that TIMSS and LPS video study used, firstly select the appropriate object of study (classroom video), and then make classroom video convert to text, and then determine the preliminary data encoder. According to the theme of the study, repeatedly watch the video, analyze and discuss, so determine the final coding. Finally, analyze the data and get corresponding findings and conclusions.The study is divided into six chapters. The first chapter introduces research background, research questions, research significance and research framework. The second chapter describes the concept of math errors, domestic and foreign research status on students’ errors, the theoretical basis. The third chapter describes research method and research process in this paper, including the step of video study, and encoder about the type of error from the student, the length of the time ahout error sequences and the type of responding to students’ errors by teachers. The fourth chapter is mainly for data analysis and get results, analyze the situation about dealing with student errors from three angles by two teachers. The fifth chapter is based on the results of the study, gives some advice to promote effectively responding to students’ errors. The sixth chapter describes briefly the result of this study, the inadequacies and problems to be solved.The conclusions of this study:(1) high school math teachers focus on students’ classroom error. (2) The unproper response type to the students’ errors by teachers majorly is to correct errors by the student, the proper response type to the students’ errors by teachers majorly is to correct errors by teachers. (3) Teachers focus on diversification about responding to the students’ errors.Recent studies about students’ errors have a lot, but most studies are about analyzing students’ errors by primary and junior high school teachers, there is little to study students’ errors by high school teachers, and fewer studies are about using the video analysis method to study about dealing with students’ errors by high school mathematical teachers. In this paper, we use the video research method to analyze the type of responding to the students’ errors by two teachers, understand the current situation of responding to the students’ errors by teachers, and give some advice to promote responding effectively to students’ errors. |
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