由于心理年龄的制约以及“解决问题”本身的复杂性,低年级儿童在学习过程中总是会出现这样或那样的错误。在教学实践中,教师要针对学生的错误现状,加强对错误的梳理和纠正,避免“就题论题”的片面做法,探寻充分利用错误资源的有效措施,促进学生解决问题能力的全面提升。一、预错——实施细腻指导为了让学生的读题过程能够外显化,方便教师的检查与督促,让学生养成细心读题的良好习惯,在教学实践中一直 Due to the limitation of psychological age and the complexity of “problem-solving” itself, children in lower grades always make one mistake or another in the learning process. In teaching practice, teachers should focus on the current situation of students ’mistakes, intensify the combing and rectification of mistakes, avoid the one-sided approach of “discussing the subject matter”, explore effective measures to make full use of erroneous resources, and promote students’ overall ability to solve problems . First, to make mistakes - the implementation of detailed guidance In order to allow students to read the process can be externalized to facilitate the inspection and supervision of teachers so that students develop a good habit of reading carefully, in teaching practice has been