On Error Correction Teaching Of Experience In Primary School

Person have always being in a course of perfecting himself or herself. And it never can be completed. What distinct human beings from other creatures is his uncompleted feature. human’s cognitive nature determines his uncompleteness. A pupil often makes errors while learning. These errors not only affect the quality of study, but also the related emotions. Primary students in the key period of development of the cognitive ability and emotions. At this phase, any changes can influence their whole life. Hence, it is very important to keep eyes on this phase. The errors made in this period cause the influence beyond your imagination.The research focuses on the in-service teachers whose comprehension of errors correcting instruction. And have reviewed all the related literature. On the basis of it, the paper deals with the topic. First, articulate the information of the concept—errors learning and errors instruction, finding the essential elements and their nature. Secondly, we devote ourselves to the system of how learning lessons from errors which will motivate the knowledge acquisition. At last, from the experienced perspective, the paper tries to construct a series theory of experiencing errors correcting instruction.The contents include:Introduction, the paper firstly put detailed description of the related concepts, and the resting part encompass reasons, literature review, the innovations, the method and analyzing process. All the above parts service as the evidence to prove the paper’s necessity, innovations and operational feasibility.The first chapter, the theoretical basis of the experiential error correction teaching of elementary school. This chapter states four main theories, which include subject teaching theory, experience teaching theory and affective—cognitive teaching theory. In this manner, we can construct the main themes and basic theories of the paper. Finally, to sum up the enlightenment of the research.The second chapter, the description of the connotation of the pupil error correct teaching by the way of experience. At the first part,during the course of analyzing studying error, the research lay emphasis on the reasons, types, nature, influences. First, given the comparison between the knowledge of middle school and primary school, in the parts of characteristic, feature of student and the effects of error. Then, based on the comparison of error’s and trial-and-error’s difference, clarify the essential property of learning error, through all of the work of refined, to determine the essential property of learning error in the phase of primary school. Secondly, through the analysis of the error correction teaching, base on the understanding of error correction teaching and the discussion of subject’s position, this article has discussed the particularity of the error correction teaching in primary school by the way of comparison of error correction purpose, principles, strategy between secondary school and primary school. The third part is the interpretation of the connotation of experiential error correction teaching in the phase of elementary school, clearly stated that "experience" is a teaching tool, is to serve as ways and means of error correction teaching.The third chapter, probing into how experiential error correction teaching in the phase of elementary school promoting the knowledge learning. In this chapter, through the analysis of subsidiary internal drive, the children’s hope about "obtain teacher’s praise", people self-esteem need, the value of knowledge, learning anxiety and other contents, discovering the error creation process again, clearly discussing the psychological reaction and results in this process, as to demonstrates the function mechanism in the research. The fourth chapter, ideas and design about the experiential error correction teaching in the phase of elementary school. With the help of clue to "why, what and how ", we have done the construction of the whole framework, by the station of the necessity of the experiential error correction teaching, the experiential contents, the design of the experiential error correction teaching and attention should attached to the implementation process, with the help of above contents to construct the theoretical assumptions of experiential error correction teaching.