Establishment And Practice Of High School Chemistry The Effective Error Notebook

At present,combined with the current situation of education in China,a lot of written exercises are one of the main tools for students to learn.At the beginning of the popularization of education,the schools and teachers have affirmed the advantages of the exercises.More and more education tends to the question of sea tactics,which leads to the accumulation of a large number of problems that have not been arranged,summed up and summarized in time.After that,the effectiveness of the exercises has been reduced.The establishment and use of the error notebook is an important part of the wrong question management.Whether it can effectively establish and use the error notebook is involved in the research content of effective learning and wrong question management.However,at home and abroad,the establishment and use of the error notebook mostly stay in the theory and current situation,and the research on the application and practice of the theoretical strategy is few.On the basis of the current situation survey,this study designs a series of effective strategies for the error notebook and reinvest it in practice to confirm that the effective use of the error notebook is to reduce the students' academic burden,to change the students' attitude to the management of the wrong questions and to improve the role of the chemical learning methods.This study adopts the method of literature,questionnaire and interview,the students of Wuhan city high school chemistry exercises in Zhejiang province and the arrangement and use of investigation and analysis."High school chemistry error management and use the error notebook of this questionnaire" mainly in the three dimensions of error management idea,strategy and behavior,understand students' error management and initial condition using the error notebook,and then formulate status interview outline for the teachers and students targeted according to the interview.The following conclusions can be summed up:(1)The general high school students for their own wrong attribution not clearly,at the same time to work in different ways,it is difficult for students to realize the function of the error notebook;(2)Students' academic pressure,each subject exam,homework more,tuition,the students do not have energy to seriously sort out their mistakes;(3)The teacher in the student in the process of finishing the error notebook,only played a role assignment and supervision,but not to the students the error notebook the use of feedback and guidance for students in the use of the error notebook this confusion and doubt stage.Then,on the premise of the investigation and analysis of the status quo,the teachers and students are proposed to improve the effectiveness of the use of the error notebook,intended to help students with learning difficulties to solve the problems of chemistry and develop autonomous learning habits,grasp the method of self supervision,improve learning and creative ability.In the field of teachers:(1)Stressed the value of the error notebook;(2)Show excellent cases of different styles;(3)Reduce the amount of work,supervision of the error notebook this record;(4)The students use the error notebook of this specification for timely feedback,hierarchical guidance;(5)Establish the wrong topic resources for students,making the wrong volume;(6)To carry out the wrong topic on class,combing knowledge for students.In the field of students:(1)Recognize the error compared to the new value;(2)The correct understanding of the cause of the error;(3)Choose their own style of classification error;(4)Develop and review the habit of finishing the error notebook;(5)Communicate the error notebook at regular time;(6)On the recreation in time.After several months of research on two parallel classes and experimental groups,it can be concluded that the above strategies have a certain value for students to use the error notebook to study effectively,and to some extent can reduce the students' learning burden and make the students master a kind of effective learning skills.