虽然马来西亚高校的汉语教学是马来西亚汉语作为二语教学(简称L2)的起点，但实际上依然处在相对薄弱的阶段。目前不同背景的学生对汉语学习有不同的要求，因此，注重课堂纠错行为，提前预设学生易错点和难点，尽量减少学生学习中的错误，如果教师所采取的纠错技巧不恰当就不能符合马来西亚高校的汉语者的学习需求，对学习者有着极大的影响。究竟如何更好地帮助学生及教师实施纠错教学有重要意义。基于实习观摩，笔者发现教师纠错存在一些问题，为了使笔者的研究结论更具有说服力，在问卷调查的阶段，对 Chaudron提出的5个问题模式展开分析，并试图探讨影响纠错行为的主要因素。然后，在课堂案例结果和访谈的基础上建立纠错策略四个要素，即纠错技巧、纠错时机、纠错态度和纠错反馈进行教学设计，并在实验教学中进行分析和反思。最终得出如下结论：1．教师对各错误类型纠错反馈情况：在对待各错误类型上，教师不应该仅用重述法，而应该根据具体情况交替使用纠错方法，不应该使重述法占的比例远远超过其它纠错方式。2．纠错技巧：在纠错时，应该时刻注意充分调动学生的积极性，通过教师纠正或学生纠正、同伴纠正或由教师统一纠正等多种方法达到教学目的。3．纠错态度：在学生回答困难时，教师应该尽量消除学生心理压力，引导学生大胆地说出自己的想法。教师对学生的表现应该客观分析，千万不可以与其他同学比较。另外，当学生回答错误时，教师要时刻注意自己的态度，可以用手势、表情、眼神和语调表达对学生的关注和理解，先给予鼓励和表扬，然后再进行纠错。4．纠错时机：在学生回答错误时，教师不能随便打断学生，而应该等学生说完再纠错。

Malaysia High school is the starting point of teaching Chinese as a second language in Malaysia (L2), In fact, is still in a relatively fragile stage.Different professions has different requirements for Chinese learning from a diverse perspective. Therefore, corrective actions should be valued as an important skill of an excellent Malaysia L2 Chinese teachers, early default students’mistakes and minimize the error rate in student learning, if teachers couldn’t apply reasonable corrective actions to cater to learners from different backgrouds, it would have a tremendous impact on learners.How to better，it is important to help for students and teachers error correction teaching is important. Based on practice to observe, I found error-correcting problems of teachers. In order to make author of the conclusion of study is more convincing, the stage of survey, expand Chaudron 5 mode analysis, and an attempt to explore the corrective actions factor. Then, in classroom case results and interviews research, besides it is recognized that the compositions and structures in error-corrective strategy have four inherent assumptions they are “error-corretive feedback”,“error-corrective method”, “error-corrective emotional stance”, “error-corrective time” in instructional design and analysis of the experimental teaching and reflectionThe findings four revels:1) Error- corrective feedback ：In several allocation error correction on the distribution of the various types of errors, teachers should be specifically used interchangeably. The law should not be restated proportion is far more than other error correction.2) Error- corrective method ：During the error correction stage, teacher should always pay attention to fully mobilize the enthusiasm of the students, corrected by teachers or students to correct companion corrective or unified by the teachers to correct a variety of methods to achieve the purpose of teaching.3) Error-corrective emotional stance: If the question is too difficult for students , teachers should try to eliminate students' psychological pressure, to guide students to speak their minds,don’t be afraid of being wrong.Teachers should judge the students objectively and never compare with others. If the students answer are incorrect, the teacher should always pay attention to their own attitudes. For example, gestures, facial expressions, eyes, and voices to express concern and understanding for students. At first give encouragement and praise, teacher continue focus on students correction. 4) Error-corrective time:There are many voice error in the primary stage, teachers should be uniform timing of corrective neither correct expression of the students will not express, if student has some correction of question answer, teacher should be uniform timing of corrective neither correct expression of students will not express, because teacher should be care for student finish own answer.