The Cause Analysis And Strategy Study Of Typical Errors In High School Biology Required Knowledge

Students’ learning and teachers’ teaching is a constant process of trial and error, of correcting mistakes respective. Error topics are the items which can not be solved correctly during usual practice, homework or exams by students. Facing the error topics, students only pay attention to correct them, and teachers only lay emphasis on interpretting them. Under the background of increasingly promoting students’ independent learning and inquiry-based learning, it is necessary to carry out the scientific management study on the error topics of high school according to the biological characteristics.On the basis of the analysis on the biologica l errors, the questionnaires with students and the interviews with teachers were carried out in this paper. The causes of the errors, students’ attitude to treat the errors and the analysis of solving errors were investigated, and the suggestions improving biology teaching and avoid ing solving questions incorrectly were giving, and also,the experimental teaching about typical errors management was put into effect. The results showed that,(1) the typical errors of students’ biological knowledge could be classificated into five aspects, i.e. informative error, analyzing topic error, thinking error, bad habits error and psychological barriers error.(2) The high school students are paying attention to wrong topics seriously in mind, but treat the wrong topics not very in position on action and methods, especially lacked the cause of analyzing errors.(3) According to the characteristics of typical errors of biological knowledges, teachers must take the actions through basic knowledge, the ability of the topic, thinking ability, the good study habit and eliminating the psychological barrier in the usual teaching.(4) The practices of teaching about typical errors would improve students’ scores and obtain good results, meanwhile, they would know the value of the errors. In addition, they had the habit of analyzing errors’ cause and the teachers could change the teaching strategy.The results of this study can be used to the high school biology problem solving teaching and to provide certain reference. It can provide abundant resource for the high school students’ independent learning.