Investigation On The Present Situation Of Biological Error Problem Management In Senior High School Students And Research On Teaching Countermeasures

At present,the reform of basic education in our country has entered a critical period,and it is urgent to explore efficient learning strategies to change students’ rigid learning style.However,due to the influence of the traditional classroom teaching practice,many teachers still adopt mechanization of knowledge concatenation and mass test question coverage to urge students to learn.Modern teaching theory especially emphasizes the important role of formative evaluation,which can quickly reveal the problems faced by students and tell them the knowledge points that need to be supplemented and the original cognitive misunderstandings.The identification of wrong questions is one of the steps of formative testing.The management of the wrong problem can make the learner "to the right medicine" to their own learning problems,and avoid the problem.The excessive burden on students is an efficient strategic behavior in learning strategies.Therefore,the investigation and countermeasure research of senior high school students’ biology wrong problem management has certain practical application value for changing the disadvantages existing in senior high school biology teaching and exploring the cultivation of senior high school biology learning ability.On the basis of summarizing the related research results of predecessors,the author investigated and studied the management of biological error problems of senior high school students by questionnaire and other ways.The sample originated from 320 students in three general middle schools(Jinzhou Middle School,Railway Middle School and Long John Middle School)in Jinzhou City,Liaoning Province.320 questionnaires were sent out and 306 valid questionnaires were recovered.The original data in the questionnaire were statistically analyzed by using spss22.0 statistical analysis software.Independent sample t-test,one-way ANOVA and multiple regression analysis were used to carry out statistical reasoning.The preliminary findings are as follows:The average score was 86.10,accounting for 61.50%.Wrong question management attitude and motivation are better,but wrong problem management behavior(average score 25.87,accounting for 57.52%)and wrong problem management strategy(average score 25.87,accounting for 57.48%)are relatively low.There are significant differences in the attitude,internal motivation,behavior and strategy of mismanagement among provincial key middle school,ordinary high school and private high school students in the overall level of mismanagement(P<0.05),and there are significant differences in the attitude,internal motivation,behavior and strategy of mismanagement.There was no significant difference in the external motivation of mismanagement(P>0.05)..05)Girls were significantly better than boys in the overall level and strategy of mismanagement(P>0.05).The students with different academic level had significant difference in the whole level of mismanagement,the motivation and strategy(P<0.05),but there was no significant difference in attitude and behavior(P>0.05).There was a significant positive correlation between students’ management level and biological scores(r>0.2,P<0.05).The preliminary conclusions of this study are as follows:high school students have a high motivation and correct attitude of mismanagement,but there are some deficiencies in the behavior and attitude of mismanagement,so we should strengthen the behavior of mismanagement.The guidance of strategy is the key to improve the management level of high school students’ wrong problems.There is a significant difference between the students of key middle school,ordinary middle school and private middle school in the management level of wrong problems,and the reason is closely related to the difference of teaching level of teachers.Due to the character characteristics of girls and the characteristics of biology curriculum,girls are superior to boys in arranging wrong questions,but there is still lack of effective management strategies.Honors,There is a significant difference between ordinary students and students with learning difficulties in the management level of wrong problems,the main reason is that different students have different learning strategies.The researcher puts forward the following teaching suggestions:the strategy of improving students’ management level of wrong problems should start from three aspects:the collection of wrong questions,the thinking of wrong questions,the review of wrong problems,the arrangement and deletion;Teachers should pay more attention to strengthening their own understanding of wrong problem management,teach students of different gender and academic level in accordance with their aptitude,and give students all-round guidance on the four dimensions of wrong problem management.