The Present Situation Investigation And Countermeasure Research Of Chemistry Error Management In Senior Three

In the process of chemistry learning in the third year of high school,students will experience a lot of exercises,It is very common for people to make mistakes when they are doing exercises.A large number of students spend most of their learning time doing exercises,believing that the more exercises they do,the higher their grades will be.They gradually develop themselves into "brushing tools".but ignore the mistakes in the learning process,which seriously affects the effectiveness of exercises and students’learning efficiency.In fact,wrong questions in learning are a kind of very important teaching resource.For students,they can reflect the knowledge loopholes,cognitive biases,thinking defects and other problems existing in students.Through the process of sorting out the wrong questions,students can find their own problems,carry out reflective learning,and find the way to learn chemistry.While managing error,Students also gradually learn to learn,improve their learning ability,the core chemical literacy has also been cultivated in the daily wrong management behavior.To the teacher,the wrong question also has the great value and the exploitation potential.Teachers should take advantage of students’ mistakes in reflective teaching,find shortcomings in the teaching process and timely improve teaching,which is conducive to improving their own teaching level and teaching research ability,and at the same time,shorten the distance with students and strengthen the communication between teachers and students.First of all,through consulting a large number of literature to determine the theoretical basis of this study,and compiled on the basis of predecessors’ student questionnaire.By the method of questionnaire survey,the students in Xinjian No.1 Middle School and the third grad were investigated.Combined with the questionnaire investigation of the students and teachers’ interview results,the current situation of the management of students’ wrong questions in the third grade was basically grasped.Through qualitative and quantitative analysis of the survey results,combined with the literature research of wrong question management,reflective learning and reflective teaching,a targeted wrong question management strategy is formulated.And carried out a practical research in the senior grade of No.1 Middle School in Xinjian District,Nanchang city.The practice results show that the effective management of wrong questions can improve students’ chemistry scores,It also enables students to be more active and active in their study and to think and reflect more on their study.In addition,their learning ability will also be improved and students will become able to learn.Teachers can also make mistakes through the management of more effective teaching,improve the teaching level and ability,enhance the communication with students.Wrong question management not only helps teachers to teach,but also helps students to learn.If the management of wrong questions wants to carry on effectively,then the teacher and the student are indispensable,teachers and students must work together to make efforts.Therefore,according to the practical results,the following Suggestions are given from the two levels of students and teachers:Students:(1)Correct the Attitude towards the error management,actively develop the consciousness of reflection;(2)Guide the behavior of the error management,enhance the ability of reflection;(3)Standardize the mode of the error management,improve the reflection effect.Teachers:(1)Establish wrong question resources and strengthen their application;(2)To share mistakes and promote communication;(3)Teaching with wrong questions and positive reflection.