A Study On The Wrong Cause Diagnosis And Correction Of High School Chemistry Scores

In 2022,the newly revised chemistry curriculum standard for compulsory education also clearly pointed out in the "revision principles" that we should adhere to the innovation orientation and cultivate innovative talents.The characteristic of chemistry is to create substances through chemical changes.Therefore,chemistry plays an irreplaceable role in cultivating innovative talents.In the cultivation of innovative talents,the cultivation of learning ability is an important aspect,while in China’s basic education with a long history of exam-oriented education,students’ learning ability is worrying.In order to stand out in the college entrance examination,many students have given birth to the question sea tactics,which breeds the frequent occurrence of the problem of losing points in the learning process.Therefore,it is imperative for the era of education development to make statistical analysis of the situation of high score loss in China’s basic education,and to diagnose and correct the causes of the current high score chemical problems of middle school students,which has important practical significance.The first chapter is the introduction.First,it describes the background and significance of the study.This part combs the research significance at the theoretical level and analyzes it at the practical level in combination with the spirit of the latest documents on the development of basic education.On this basis,the paper analyzes and summarizes the domestic and foreign research status documents of the research topic,clarifies the domestic and foreign research status of the research problem,and then puts forward the purpose and significance of wood research,and plans the research ideas and research methods used in the research process for the purpose of experimental research.The second chapter is the core concept and theoretical basis.The related core concepts involved in the study are analyzed and defined: high score loss rate test,chemical gifted students,and fault diagnosis.On this basis,the theoretical basis of this study: information processing theory,problem solving theory,cognitive diagnosis theory,etc.were compared and analyzed in depth,which laid a solid theoretical foundation for the implementation of the later research and ensured the smooth implementation of the later research plan.The third chapter is the investigation and statistics of high school chemistry high score problems.With the help of the big data platform of "Five Mountains Education",this part makes statistics on the high score chemistry problems of the students in the research school in the past six years from different knowledge module dimensions.A total of 8182 test questions were counted,and 915 questions with high loss rate were screened.The high score loss rate of different modules was 6.88%in chemistry and STSE and traditional culture;Composition,classification and change of substances9.70%;12.4% of metals and their compounds;Non-metallic and its compounds 13.53%;Chemical reaction and energy 9.14%;Chemical reaction rate and chemical balance 9.93%;The ion balance in aqueous solution is 11.01%;15.3% of material structure and properties;Organic chemistry foundation8.55%;Chemical experiment and exploration 20.68%.The fourth chapter is the fault diagnosis of high school chemistry high score loss.In this part,three basic principles of fault diagnosis are formulated: comprehensiveness,objectivity and operability.It presents four basic methods of error diagnosis: diagnostic test,classroom observation,voice thinking and investigation diagnosis.On this basis,the diagnosis process is analyzed and summarized from three dimensions: the selection of diagnosis objects,the compilation of diagnosis test questions and the statistics of diagnosis results.The fifth chapter is about the causes and correction strategies of high school chemistry score loss.The Department analyzed 10 causes of formation at the object level: the number of knowledge points to be examined,the number of steps required to solve the problem,the number of reasoning turns required,the number of "pits" in the design of the test questions,the familiarity of the respondents to the test questions,the complexity and simplicity of the expression of the test questions,the suggestiveness of the test questions,the predictability of the problem solving,the obstruction of the problem solving and the degree of geographical location.There are six causes of formation at the subject level: error in examination,error in knowledge,error in thinking,error in psychology,error in calculation and error in writing.The study has carried out in-depth analysis of each cause of formation with specific cases.On this basis,19 specific corrective measures for 6 errors are given.The sixth chapter is the empirical part of the study: the correction case of high school chemistry high score problems.The research follows the basic principles of error correction of high school chemistry high score loss rate test questions and the basic process of error correction,and corrects high school chemistry high score loss rate test questions mainly through individual guidance and classroom teaching correction based on problem solving errors.In the case correction part,it presents the whole process of correcting the typical individual wrong questions of Z students for three times,including the correction record,correction materials,correction reflection,etc.In this part of the study,the personalized factors and deep reasons of students’ problem solving errors are fully explored;It has accumulated first-hand experience in correcting wrong problems through individual tutoring of students,and laid a solid foundation for the implementation of large-scale correction of class size in the later stage.During the research,the corrective plan was optimized and improved through the targeted reflection of the corrective plan.In the correction part of classroom teaching style,we selected the problem-solving errors caused by the "transfer ability" with a relatively high rate of students’ problem-solving errors as the research carrier,and prepared the "Teaching Plan for the Cultivation of Senior High School Chemistry Transfer Ability" and the "Diagnostic Series of Senior High School Chemistry Learning Transfer Ability" by using the pre-test and post-test experimental design model of the experimental group and the control group.In order to correct the smooth progress of the experiment,the experimental group and the control group selected in the study were eight classes in the same school’s senior high school.The experimental results show that it is effective for the experimental group to consciously carry out the training of chemical transfer ability in accordance with the established chemical teaching strategies in the teaching process.Compared with the control group,the students in the experimental group have improved their chemical learning transfer ability and the average score of chemical subjects,and there is a significant difference.The average score of chemical subjects has also improved significantly.The experiment fully shows that the training of chemical learning transfer ability is effective and feasible,and provides examples and ideas for teachers to train students’ transfer ability in the future.The seventh chapter is the research conclusion and reflection.This part combs and summarizes the results and data of the whole study,and presents the conclusions of each link.On this basis,the problems in the research process are reflected,and the future research plan is designed and prospected.Through the analysis and discussion of the above seven parts,this study solved the three core problems related to high school chemistry high score problems by combining theoretical and empirical methods.First,through big data,we have sorted out the high score loss rate of high school chemistry.Secondly,the cause of the error is diagnosed and the countermeasures are given.Thirdly,the effectiveness of corrective strategies is verified through teaching practice.