Research On Effective Chemical Errors Correction Strategy In High School Based On Perspective Of Interlanguage

The error is a rational existence in the process of utilizing knowledge and solving problem.As a valuable resource in teaching activities,the error reflects the lack of knowledge and thinking defects in students 'learning.It has irreplaceable educational value.The 2017 edition of the high school chemistry curriculum standard pays more attention to the systematization and structure of chemical knowledge.Therefore the adjustment of teaching content and the increase in the breadth and difficulty of some chapters will cause students to make various mistakes.It is of great theoretical and practical significance to establish a correct and effective concept of error correction and a simple and efficient chemical error correction strategy.It can help students make up for knowledge defects,correct thinking deviations,strengthen learning confidence and improve learning efficiency.Based on the guidance of Interlanguage,this paper makes an in-depth study on the chemical error correction behavior in senior high schools by means of questionnaire,interview and action research.The results show that the students have the basic acceptance of the error correction behavior,but the lack of sufficient time and simple and effective corrective strategies leads to the single corrective method and the less satisfactory corrective effect.According to the analysis of questionnaire,interview and other survey data,combined with the inherent characteristics and causes of errors,the chemical error system is divided into three categories: knowledge errors,comprehensive errors,and subjective errors.On the basis of different error correction strategy are used to correct different types errors,a new three-dimensional error correction strategy of "error correction files dominated-note assistant-intermittent correction " is put forward.Further teaching practice research shows that this error correction strategy has led to some positive effects: correction attitude has become more proactive,the error correction method has changed to more systematic and targeted,and the error resolution and recurrence rate have all decreased.It indicate that the new error correction strategy is indeed helpful for students to make up for knowledge defects,improve the cognitive structure and enhancethe error correction effect.This study has developed the application field of the concept of Interlanguage to a certain extent,expanded the application scope of the theory in the field of chemistry,and made positive attempts to study the error correction behavior and strategy of high school chemistry and achieved phased results.In the future,with the scope of research be further expanded,the concept of Interlanguage would play a greater role in science courses.