Error- an important teaching resource.doc

Error: an important teaching resource Abstract: The classroom teaching students is an important error of teaching resources, should focus on tapping their educational value. Errors can be divided into: a reasonable errors and non-rationality mistake; subjective errors and non-subjective error. Teachers should change the concept of teaching, the real mistakes students recognized the ‘rights’; to provide students with a wide space of thinking; help students construct a more appropriate; timely conclusion, for all students. Keywords:: error; teaching resources; teaching strategies In their daily classroom instruction, students will inevitably be guilty of a variety of errors. In response, teachers can have a different approach. The usual practice is that when a student answers an error, the teacher then asked the other students, until they have the teachers themselves considered to be the right answer so far. Teachers do so because there are only two reasons: First, the subjective view that the only correct answer; second is the limited objective of teaching time does not allow for each student and the wrong answers to give an explanation. In fact, this seemingly ‘reasonable’ behavior and knowledge of teaching with the divergence of modern educational concepts. First, the educational value of the error First of all, from the history of scientific development view, the march of science, leading to the path of truth is often based on the error was the cornerstone. A more satisfactory answer, always through the many explorers from different sides put forward a variety of less satisfactory answers and achievable. Some scientists even believe that truth and error are inextricably linked, and science can only continue to clear the error in advance. If Popper’s philosophy of science is sometimes abbreviated as ‘Falsification’. In its view, science does not lie in its verifiability. Or, science for science, because it is different with all the non-science, to accept the