The Research On The Actuality About Chemistry Error Management Among Grade-10 Students

Any subject of learning there is an essential part,that is doing exercises.By doing a certain amount of exercises can not only test and consolidate the students' understanding and mastery of knowledge,at the same time can also make teachers recognize that students' understanding of knowledge deviation and their problems in teaching.Students in the process of doing exercises,the inevitable problem is to do wrong.These errors precisely reflect the students' knowledge deficiencies and thinking biases in the learning process.So the errors are a kind of learning resources with special value.Under the guidance and guidance of the teacher,the students will analyze,summarize and summarize the errors,and make full use of the errors.This have great significance for improving students' academic performance.The research method used in this study is to consult the literature,questionnaire survey.I selected two regular class from First Middle School and Second Middle School separately,a total of 160 students for questionnaires.The survey questionnaire were used to check for significant differences in the overall error management title level and its concept,attitude,behavior,strategies among all the students,and analyze the relationship between the achievement and the management level of the students with different gender,school and learning level.The results of the study are as follows:(1)The grade one students can generally recognize the value of wrong questions in chemistry learning.They do not evade the wrong questions.Students' attitude towards wrong questions is still positive.Students in the learning process will be carried out on error management.but lack of deep management strategy.The scores of grade one Students in error management concept,attitude,behavior and strategy are decreasing.There is significant positive correlation between the level of error management and student's chemical performance.(2)The scores of students from First Middle School in overall level of error management,concept,attitude,behavior and strategy are higher than those of students from Second Middle School,but there is no significant difference.Both the First Middle School and the Second Middle School,there is a significant positive correlation between the student's chemical performance and the level of error management.The correlation of students from the Second Middle School between the error management level and student's chemical performance is higher than that of students from the First Middle School.(3)The scores of the boys in the overall level of error management are higher than those of the girls.In the four dimensions,the scores of girls in the error management concept and error management attitude are higher than boys,but there is no significant difference.And the scores of boys in the error management behavior and the error management strategy are significantly higher than the girls,there is no significant different.There is a significant positive correlations between boys' level of error management and concept and attitude.There was no significant positive correlation between error management behavior,strategy and student's chemical performance.And there is a significant positive correlation between the concept,behavior,strategy and student's chemical performance,while the positive correlation between the wrong management attitude and the student's chemical performance is not significant.(4)The scores of the excellent students in the overall level of error management,concepts,attitudes,behavior and strategy are higher than those of ordinary students.And that between the excellent students and the ordinary students,the ordinary students and the poor students,the excellent students and the poor students are all there are significant differences in the level of error management.The ordinary students are there is a positive correlation between the attitude,behavior,strategy and achievement,but not significant,and there is a significant positive correlation between the concept and achievement.The poor students are there is a positive correlation between the level of error management and concept,behavior,strategy,but not significant,but there is a significant positive correlation between attitude and achievement.