| In the process of high school biology learning,exercises are one of the important forms to test and exercise students’ knowledge level and comprehensive ability,and students’ errors are inevitable.With the deepening of educational theory research and the development of quality education,teachers and students no longer have a negative attitude towards errors,but regard them as valuable learning resources.What are the main reasons why high school students make errors in solving biology exercises? What are the types? How do you take advantage of these errors? It is particularly important to study and understand these problems.In this thesis,the relevant literature on students’ errors at home and abroad is systematically reviewed,and the relevant learning theories are sorted out to provide a theoretical basis for further research.The research tools of this study include "The High School Students’ Questionnaire on Biology Learning","The High School Biology Test",an outline of the teachers’ interview and an outline of the students’ interview.The research methods include literature method,questionnaire method,interview method,text analysis method and data statistics method.Based on the results of the questionnaire survey,the author obtained the students’ attitude towards and understanding of problem solving errors in high school biology learning,and divided the causes into five levels: topic,knowledge,teachers,students and other levels.Based on the results of "High School Biology Test" and interviews with students,the author further subdivides errors caused by by students’ own reasons into five types: knowledge errors,ability errors,strategic errors,psychological errors and negligent errors.Based on the learning theories and interviews with teachers,the author puts forward feasible improving countermeasures for the five types of errors from the perspectives of teachers and students,in order to serve as a reference for the next research and educational practitioners.This thesis is divided into seven chapters:The first chapter describes the background,significance,questions,methods and ideas of the research,in addition,making the definition of related concepts.The second chapter systematically combs the domestic and foreign research on students’ errors and makes comments.The third chapter introduces the learning theories related to this research.The fourth chapter introduces the research tools,object of investigation and the implementation process concerning students’ errors in high school biology exercises.The fifth chapter,based on the survey results and interviews with students,explores the reasons for students’ errors in high school biology exercises and makes classification analysis.The sixth chapter puts forward improving countermeasures based on relevant theories and interviews with teachers for five kinds of students’ errors from the perspective of teachers and students;Chapter seven summarizes and reflects on this research. |
