A Study On The Construction And Practice Of A Resource Library Of Questions Done Wrong In The Second Year Of High School Biology

With the deepening of the curriculum reform,the biology questions in the college entrance examination are more focused on the comprehensive ability and biology literacy of students,and the traditional "strategy of exercises tactic" is not conducive to the implementation of precise teaching.In addition,the tiered walking class and the optional walking class system have put forward higher demands on students' self-management and self-reflection abilities.Research shows that building a resource bank of questions done wrong can help improve students' reflection ability and implement precise teaching.At present,experts and scholars at home and abroad have done very little practical research on the resource library of questions done wrong,and almost organize the questions done wrong into word documents after categorizing them by chapter.Can there be a better way of classifying questions done wrong in the review stage,and can there be a more convenient way of presenting the repository of questions done wrong for communication and management? This paper examines these questions.First,the author conducted a survey on the current situation of the management of questions done wrong in the second year of high school biology.The survey included two aspects: first,a questionnaire survey was conducted on 236 students in the second year general class of high school to understand the management attitudes of questions done wrong,factors influencing the management of questions done wrong,management behaviors of questions done wrong,and management strategies of questions done wrong among students of different genders and levels.Second,an interview survey was conducted with biology teachers of different teaching ages to understand teachers' attitudes toward students' management of questions done wrong,their guidance of students' management of questions done wrong,and their views on the construction of the questions done wrong.The questionnaires revealed that some of the students' questionnaires were not well received.The questionnaire survey found that: some students' attitudes toward the management of questions done wrong were not active enough;students did not actively manage questions done wrong because of insufficient time,untimely organization,lack of perseverance,and dependence on teachers;the status of students' management of questions done wrong was poor;students lacked questions done wrong management strategies.Further analysis revealed that there were also differences in the current status of management of questions done wrong among students of different genders and levels.The interview survey found that: biology teachers in this grade believe that paying attention to and studying students' questions done wrong can make their teaching more accurate;they lack supervision and guidance on students' management of questions done wrong;they have not tried to build a resource bank of questions done wrong,but are very much looking forward to it.This paper proposes strategies to improve the management of questions done wrong from both student and teacher levels based on the survey results.Secondly,this paper illustrates six principles of the management of questions done wrong(timeliness,representativeness,practicality,autonomy,continuity,and reflectiveness).It details the steps for students to build a notebook of personalized questions done wrong(selection and collection of questions done wrong,diagnosis and analysis of wrong causes,revision of questions done wrong,categorization of questions done wrong,categorization of questions done wrong,regression and deduction of questions done wrong).The general steps of building a resource base of questions done wrong based on students' personalized notebooks of questions done wrong(selection and collection of questions done wrong,statistics and recording of students' questions done wrong,and the recording of questions done wrong)are proposed.The resources of questions done wrong are usually presented in word documents,which are not easy to retrieve and use,so the author creatively proposes the construction of the resource library of questions done wrong with the help of web pages.Therefore,the author creatively proposes the construction of the resource library of questions done wrong with the help of web pages,and takes the "high school biology questions done wrong resource network" established by himself as an example,from the retrieval of questions done wrong resources,to the browsing and downloading of questions done wrong resources,to the sharing of questions done wrong resources.The website is an example of the "high school biology questions done wrong resource network",and explains the use of the questions done wrong resource library in terms of the retrieval of the questions done wrong resource,the browsing and downloading of the questions done wrong resource,the uploading of the questions done wrong resource,and the sharing mechanism of the questions done wrong resource.Finally,the author conducted a semester-long practical study of "cellular energy supply and utilization","cellular life course",and "biology and environment" as experimental teaching contents with the students of the second grade 5 class in high school as the research subjects.During the practice period,the author guided the students to create a notebook of personalized questions done wrong;included 50 common questions done wrong(each question represents a type of question)and compiled 50 variation training questions;established a "high school biology questions done wrong resource network" and finished uploading the questions done wrong and variation training questions of the students in the practice unit;used weekends and holidays to conduct "questions done wrong + extension" for the students.The students were given the "question done wrong resource network" and completed the uploading of the question done wrong and variation training questions of the students in the practice unit;the students were given the "question done wrong + extension" training during weekends and holidays.The students were given "questions done wrong + extension" training during weekends and holidays.In order to test the effectiveness of the practical study,the author compared the average grade ranking of the total scores of the three units of questions in the first monthly,midterm,and final exams of the second semester of the second year of high school and found that the students' performance improved significantly.The longer the experimental period,the more significant the effect.In addition,the author found through the questionnaire that the construction of the resource library of questions done wrong helped students to improve their learning initiative,change their learning style,change their thinking habits,and increase their interest in learning biology.In this study,the construction and practice research of the resource library of questions done wrong was carried out,and the basic structure of the resource network of questions done wrong in high school biology was completed,which facilitated the front-line teachers to use the resource library of questions done wrong to carry out accurate teaching,and provided a reference for the optimization of the intelligent marking system.