I'm sure you've seen a lot of the technology of the error book. From the beginning as the mystery of the schoolboy's score increase, the wrong question book has evolved into one of the three essential artifacts for the whole people's chicken baby, and it has properly changed from a means of improving scores to a nightmare for scumbags and a curse for middle school students. It was originally a sharp weapon to improve points, but now it has become a "face project" that wastes time and does not see the effect.
To understand the above strange phenomenon, we must first be clear about one thing: it takes a lot of time to sort out the mistakes. Because the wrong questions often reflect some loopholes in the student's learning process, sorting out the wrong questions is useful to improve the grades, and the key is to fill these loopholes. Therefore, a wrong question often takes 3-5 times the time to reflect and summarize, and it is not "half an hour to do the question and 5 minutes to correct the error" as everyone thinks. Therefore, if there is not enough time to match, it is not surprising that the part of sorting out the wrong questions is usually a formality, and there is no effect. (And the reality of most students is that there is not much time left for sorting out mistakes).
If you are lucky (or wise) and have enough time to sort out and reflect on your mistakes (how to get this time, you can refer to this article: "Too much homework, no time to do anything else", which is a dead knot that many students can't break through, and this one: How can children complete so much homework efficiently?).The next question is: how to sort out the wrong questions in order to be really effective and efficient.
That's what we're going to talk about today. Generally speaking, there are about three ways to deal with mistakes, which can also be seen as three levels (or stages):
1. Correct mistakes:Find out which question is wrong and write down the correct answer.
This is the simplest and the basic learning process that many teachers emphasize in primary school. Originally, there was nothing to say, but the truth is that there are often quite a few elementary and middle school students who are not even able to do this. Elementary school students can't do it, usually the parents don't follow closely, because the children are small, and there are very few children who can correct the mistakes by themselves.
Many parents feel that it is the responsibility of the teacher to correct this wrong question, and theoretically there is nothing wrong with this understanding. However, if there are dozens of children in a class, if the wrong questions are waiting for the teacher to correct them, then it will inevitably lead to two results: the frequency of practice will decrease (because the teacher has a lot of energy to be distracted by the correction of the wrong questions), and the targeted guidance for the children will be insufficient (dozens of children will be divided into one point, and each child can get only a few minutes of guidance).
Therefore, if parents do not have high requirements for their children's academic performance and are more Buddhist, they can wait for teachers to complete their own work. If there are above-average requirements for your child's grades, get started on your own as soon as possible. Your own children, never expect others to be more attentive.
As for middle school students, most children of this age should be able to correct mistakes independently. But the reality is that teachers are generally willing to throw the answers to the parent group, rather than directly to the students
Therefore, if parents do not pay close attention to the child, and the child no longer has some independent learning ability, it is very difficult to adhere to the step of correcting the wrong questions
In any case, correcting the wrong question is the first step in dealing with the wrong question. If not, be sure to do it first. Although the effect of doing this step on improving performance is very limited, without this step, it is impossible to talk about more operations later.
2. Practice will be wrong:There are more things that can be done in this step, and it is also the key to most children's scores.
The easiest way to achieve this goal is to redo the wrong questions. This operation was more troublesome in the past, and it took a lot of effort to copy the question or make a clipping newspaper. It's much easier now, you can buy an extra copy of the workbook as it is, or you can take the mistake sorting software on your phone, erase the traces and print it out after shooting, which is very convenient.
If you want this step to be more effective, you can also use the Feynman technique, which is not only to ask the child to do the wrong problem again, but also to ask the child to repeat the process of solving the problem (to himself, to the parents, or to Winnie the Pooh). The effect of talking about it once will be much better than the effect of simply redoing it.
If you want to have a better effect, you can repeat the above process a few more times. For example, this principle is the more popular and gradually well-known "three-time error method". If you make a mistake three times, you can do it three days in a row, or you can use the law of the forgetting curve to separate the three times: for example, if you make a mistake today, do it again within three days, do it again in about seven days, and then do it again in half a month or a month. Different children, different content, the appropriate time interval is different, this expansion is too long, here to omit 10,000 words.
3. Reflect on the wrong questions:If you can do this step, the results are better, but it also takes more time and is more difficult to do.
The first technique you can use to reflect on your mistakes is to classify them. Write down the reason for each mistake and then classify it according to the reason for the error, which is the dimension of the first classificationIt is classified according to the chapter where the knowledge corresponding to the wrong question is located, which is the second dimension of classificationAccording to the difficulty of the wrong question - note that this difficulty is not the difficulty said by the teacher, but the difficulty of the child's own feeling, because the same question is different for different children, the difficulty is different - according to the child's own thought difficulty, classify the wrong question, this is the third dimension.
After the mistakes are categorized, we can do a lot of things. For example, one of the easiest ways to apply it is to classify and summarize the types of errors that are most likely to make mistakes, and they are the direction you will strive to improve in the next stage. (We did the wrong chemistry questions and classified them, and summarized the types of common mistakes and the direction of efforts, because the picture is too unsightly, we won't let it go, and interested friends will chat in the group).
According to the classification of knowledge chapters, it can be used for structured exercises, that is, to put together the mistakes related to the same knowledge and concentrate on practice, so that the effect of practice will be better.
The difficulty classification can be used to distinguish between different ways of dealing with mistakes. Simple questions can be simply corrected, and then the correct answers can be memorized, and it does not take a lot of time. For mid-range questions, you need to do it several times on the basis of knowing the correct answer to ensure that you master it. When it comes to the questions that are very difficult for children and easy to make mistakes, they need to use a lot of skills, and the purpose is to turn over and turn the questions over and over again. This requires some advanced skills, such as two-way penetration, comparative analysis, structured + logical chain, pattern recognition, and so on. These are not clear in one article, and you need to learn relevant courses.
4. What is "reflection on mistakes"?
It's hard enough to do the above steps, but there is a very important task to do to really "reflect on the wrong question", which is to "review what you thought when you did it wrong", and then figure out "why you thought the way you did it at the time" and "what is the right way to think?".”
This step is very crucial, and it is equivalent to changing the wrong mindset that caused you to make a mistake into a mindset that will allow you to get the right answer. So what you need to do in this step is to change your mindset and not simply memorize an answer. This is actually the most difficult thing, but it is also the most rewarding thing. Because after you change the wrong way of thinking to the right way of thinking, you will not be wrong again when you encounter this type of question.
It's important, but it's very, very difficult to do. The reason for the difficulty is that there is such a thing as a thinking pattern, which cannot be seen or touched, and it is very difficult to grasp. You have to analyze it in great detail, discuss it, study it repeatedly, reflect on it.
But one of the more difficult points is that most children, including parents and teachers, have a wrong psychological basis when dealing with wrong questions, that is, they think that mistakes should not be, are wrong, and are not good. So usually when we see a wrong question, it is natural to be very annoyed, and there will automatically be some very bad emotions entangled with the wrong question. Then these ideas and emotions will hinder us from really seriously analyzing the wrong thinking patterns at that time and trying to correct them.
Therefore, only a very small number of top students can do this step of reflection and error, and most ordinary children can't do this.
5. Summary: Three levels of sorting out mistakes
The above are the three levels of sorting out the mistakes, which can also be regarded as three steps.
To reach the first level is as simple as the teacher leaving homework and supervising it, so that most children can complete it. Parents can also achieve it if they have a little snack without the teacher's request. However, just correcting the wrong questions has a limited effect on improving grades, and if you want to have a better effect, you need the child's understanding. If it's to complete a task assigned by the teacher, or to do something in response to an inspection, it's even less effective.
Level 2 is also possible for almost all children and can be effective for all children. No matter what level the child is at at present, no matter how active or qualified he is in learning, as long as he does the wrong questions three times, or even talks about them three times, his grades can basically be significantly improved. The difference is only that if the child has more initiative and takes the initiative to invest more, then the harvest will be greater;If the child is less motivated, then the gain is relatively smaller. So this method is very popular now, the only drawback is that it is more time-consuming, so the upper limit of performance improvement is limited, so it is more effective in junior high school and less effective in high school.
Reaching the third level is more difficult because it requires internal force to complete. If you don't have a certain amount of internal cultivation, you can't achieve good results, and it's hard to stick to it. What is "internal cultivation"?That is, when facing one's own mistakes, we must find out our original wrong way of thinking, and then break them up and reconstitute a correct way of thinking, and then try to overcome the inertia of the past and become familiar with the new way. In this, you have to break up and reorganize your past self into a new self countless times, and then you have to say goodbye to your past habits countless times to establish new habits. So this process is a huge drain on self-ability. This process cannot be done if the child does not have the initiative, or if the psychological energy is insufficient. And if there is no good relationship and good communication between parents or teachers and children, it will not help at all. (Because it's difficult, the top students will always be a minority).