英语学习的有效策略-建立错题集

英语学习的有效策略:建立错题集

摘要：高中英语词汇量大，语言知识点多，有自己独特的语法体系，还有大量的固定搭配和表达法，特别琐碎和繁杂。很多学生在学习过程中，总觉得难以抓住具体的东西进行整理、复习和巩固，从而导致学习成效不尽人意。在英语学习过程中也会出现这样一种现象：每次考试后，教师与学生都有一大堆遗憾，许多题目讲过了、做过了、甚至考过了，有的还不止考过一遍，最终还是有人错了。针对英语学科的鲜明特点和学习过程中出现的具体问题，笔者经过多年的实践，发现建立错题集是解决问题和提高英语学习有效性的良好策略。本文拟从建立英语错题集的意义、原则、方法和英语错题集的使用等方面进行阐述。

关键词：英语学习；错题集；有效策略

《普通高中英语课程标准》中要求“高中学生应形成适合自己学习需要的英语学习策略，并能不断地调整自己的学习策略”。高中英语词汇量大，语言知识点多，有自己独特的语法体系，还有大量的固定搭配和表达法，特别琐碎和繁杂。很多学生在学习过程中，总觉得难以抓住具体的东西进行整理、复习和巩固，从而导致学习成效不尽人意。在英语学习中，大部分学生都会有这样的体会：许多题目讲过了、做过了、考过了，有的还不止考过一遍，最终还是错了，这些错题的背后，往往隐藏了学习过程中所产生的知识漏洞。那么如何弥补这些漏洞呢？整理错题集不失为一剂良策。

一、建立英语错题集的意义

1.1根据布鲁纳的认识发展理论，学习本身是一种认识过程，在这个过程中，个体的学习总是要通过自己的内部认知结构，对输入信息进行整理加工，以一种易于掌握的形式加以储存，也就是说学生能从原有的知识结构中提取最有效的旧知识来帮助吸纳新知识，即找到新旧知识的“媒介点”，这样，新旧知识在学生的头脑中发生积极的相互作用和联系，导致原有知识结构的不断分化和重新组合，使学生获得新知识。但是这个过程并非总是一次性成功的。练习的目的并不单纯为了求得问题的结果，真正的目的是为了提高学生分析和解决问题的能力，培养学生的创造精神，而这一教学目的恰恰主要通过反思错误来实现。所以，在英语教学中不断整理，回顾错题尤为重要。

1.2每个学生都有自己的特点，在学习中常常会有个性化的错误。老师的讲评也不可能包

含每个学生的每个问题。整理一本自己的错题集，有助于了解自己学习中的漏洞。这样，复习就有了准确的依据，可以做到有的放矢，收到事半功倍的效果。

1.3建立错题集有助于改变学生对错误的态度。实际上，对待错题的态度是减少错题的关键，应该把错误看成一种宝贵的学习资源。因为错误，学生才知道自己的不足之所在。而英语学习当中的错误看起来都是小而琐碎的，但不能因为错误小或错误的原因简单而忽视它。一个错误就是知识网络上的一个盲点。如果对待错误的态度不积极，或者缺乏理想的方式解决错误，错误会经常重复发生，

因此，对待错误一定要仔细而认真。善于总结经验教训的人总比别人更接近成功。

二、建立英语错题集的原则

2.1有错必集。

在平时的作业、练习或考试中，一旦有错题，随时订正，记录在案。对

一些小的错误，尤其不能放过。哪怕有时只是一个单词的习惯性拼写错误。比如，学生在整理过程中，会发现很简单的词，比如“true”往往被误写成“ture”, “sense”被误写成“sence”, “destroyed”被误写成“destoried”，“habit”被误写成“habbit”等。

2.2忠实地记录自己犯错的过程。

在整理错题的过程中，有的学生只记下正确答案，而对于自己所错选的那项，却没有记

录的痕迹。这不利于复习回顾时通过比较来查找错误的根源，挖掘自己错误的意识，从而从根本上消灭这个错误。例如，有这样一道错题：

he felt tired, as he_____ all the time.

a. has been cleaning

b. is cleaning

c. cleaned

d. had been cleaning

有的学生错题集上只记录下正确答案为d, 复习时只会认为过去完成进行时的知识没掌握。实际上，记录下错误选项的同学，通过

两者的对比，会更深入地去了解现在完成进行时和过去完成进行时的本质区别，把这两者的用法彻底搞清楚，起到举一反三的效果。

2.3分门别类，条理清楚。

哪些属于拼写的错误，哪些是语法的错误，哪些属于固定用法的错误，哪些属于理解上的问题，都应该分类加以归纳总结。这样一来，既可以从细节上了解自己的错误，又可以从整体上把握到底自己哪一块的问题比较严重，做到心中有数，便于查漏补缺。

三、建立英语错题集的方法

3.1及时整理。

对于每一个错题都要经过认认真真的分析，研究出错的原因，找准致错的症结，及时进行改错，及时整理，降低再次犯错的可能性。同学们可以根据自己的实际情况将自己错误进行分类，并将各题注明属于某一类型，这一步刚开始可能比较磨人，可是“磨刀不误砍柴工”，这个步骤绝对不能省。这样分类的优点在于既能按错因查找，又能按各类易错知识点查找，给今后的复习带来简便，另外也简化了“错题集”，可以把平时作业及考试中做错的典型性错误找出来，把错误的习题誊写到一个笔记本上，然后在反面注上完整的分析过程：a.出错原因；b.标明解题的正确方法或依据原理；c.写出正确答案。

3.2记录方法。

老师试卷评讲时，要注意老师对错题的分析讲解，该题的引入语、

解题的切入口、思路突破方法、解题的技巧、步骤及小结等等。并在该错题的一边注释，写出自己解题时的思维过程，暴露出自己思维障碍产生的原因及根源的分析。这种记述方法开始时可能觉得较困难或写不出，不必强行要求自己，初始阶段可先用自己的语言写出小结即可，总结得多了，自然会有心得体会，渐渐认清思维的种种障碍（即错误原因）。

3.3必要补充。

前面的工作仅是一个开始，最重要的工作还在后面，对“错题集”中的错题，不一定说订正得非常完美了，就证明你这一知识的漏洞就已经弥补好了。对于每一个错题，还必须要查找资料或课本，找出与之相同或相关的题型，并做出解答。比如come out 这个词组的运用时，既要理解它作为“出版，发行”时的用法，同时也要了解这个词组也可以作为“真相为…所知,传出”，我们所学习到的常见的句型有“it came out that…”。如果没有困难，说明这一知识点，你可能已经掌握了，如果还是不能解决，则对于这一问题的处理还要再深入一点。因为在下一次测试中，在这一问题上，你可能还要犯同样的错误。

3.4错题改编。

这一工作的难度较大，解题经验丰富的同学可能做起来比较顺利。因为每道试题都是老师编出来的，既然老师能编，我们作为学生的，当然要能学会如何去改，这是弥补知识漏洞的最佳的方法。初始阶段，同学们只需对题目条件做一点改动。比如有这样一道题：

the old building in the city_____in a terrible earthquake in the ming dynasty.

a was ruined b. had ruined c. has been ruined d. had been ruined

因为题中明确给出了过去的一个具体时间 in the ming dynasty,所以用一般过去时，选a 。若题目改为“the old building in the city__ in the past few centuries.”答案则为c. 若题目改为“the mayor told us the old building in the city_____ in the

past few centuries.”答案则为d.

3.5活页装订。

将“错题集”按自己的风格，编号页码，进行装订，由于每页不固定，故每次查阅时还可及时更换或补充。在整理错题集时，一定要有恒心和毅力，不能为完成差事而搞花架子，整时不要在乎时间的多少，对于相关错误知识点的整理与总结，虽然工作繁杂，但其作用决不仅仅是明白了一道错题是怎样求解这么简单，更重要的是通过整理“错题集”，你将学会如何学英语、如何研究英语，掌握哪些知识点在将来的学习中会犯错误，真正做到“吃一堑，长一智”。

3.6经典收藏。

一些比较有代表性、能够举一反三的好题目也应收入错题集。如

在比较lonely 和 alone 的用法时，就有一句经典例句he lives alone, but he doesn’t feel lonely.

3.7其他。

四、英语错题集的使用

4.1经常阅读，消灭错题。

有了错题集，不等于错题就没有了，一定要分期分批解决错题。错题集建立以后，要充分利用，定期翻看。时间间隔根据自己的需要决定，比如一周，也可以两周或一个月，或学完一个单元后等，尤其在考试之前更应该把错题集翻出看看。要经常在空闲时间或准备下一次考试时，拿出错题集，把错题不妨再做一遍，这样就使每一道题都发挥出最大效果，在今后遇到同类习题时，会立刻回想起曾经犯过的错误，从而避免再犯。

4.2积累资料，相互交流。

一本好的“错题集”就是自己知识漏洞的题典，平时要注意及时整理与总结，在英语复习时“错题集”就是你最重要的复习资料。虽然每位同学的“错题集”不尽相同，但其他同学的“错题集”中的优点是可以借鉴的，故同学们平时也要注意相互之间的交流。通过交流，同学们可以从别人的错误中吸取教训，得到启发，以此警示自己不犯同样的错误，提高练习的准确性，同时也可借鉴同学的一些建立错题集的好方法。

4.3暴露缺点，归纳考点。

例如，错题集中有这几道题目：

(1)finally, they arrived in_____ was called india.

a. where

b. that

c. what

d. which

(2)the accident happened _____he worked.

a. where

b. that

c. what

d. which

(3)the new city is located in_____ was a village.

a. where

b. that

c. what

d. which

通过对这几题细致地对比分析，学生就会明白自己名词性从句和地点状语从句方面需要加强。同时，学生还能归纳出出题者经常从哪几个角度考查，他们必须具有哪些知识储备才能够顺利地解决问题，从而达到化繁为简、有的放矢、减轻学习负担的目的。

总之，建立和正确使用错题集，可以引导学生成为知识的实践者、研究者，也充分体现了“以学生为主体，以教师为主导”的教育思想，使学生在不断纠错的过程中得到提升和发展。

参考文献：

[1] 李贵先.错题档案——学生重要的成长记录袋[j].课程教材教学研究，2004(6).

[2] 严文谦，倪国霞.从“要求学生自备‘错题本’”说起[j].江苏教育，1994(6).

[3] 《普通高中英语课程标准(实验)》.人民教育出版社.2003.

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