Study On Correction Methods In Middle School Chemistry Education

Considered as a virtue of our nation,“error correction” is also vital in chemistry teaching.In recent years,error correction becomes a hot research topic in world's education development and in China's new curriculum reform.With the characteristics of abstract conception and complicated knowledge system,chemistry teaching in senior high school faces the dilemma that students are not aware of the importance of error correction and their corrections are not effective in chemistry learning.This problem brings much trouble to both teachers and students.As a matter of fact,chemistry teachers can adopt students' errors as data resources,then analyze the data,find out solutions,and give effective feed-backs.The research process can be divided into three parts.Firstly,a questionnaire designed for students and an interview made for teachers are conducted in a senior high school.It is found that error correction is hard to maintain in chemistry teaching and learning for its inappropriate methods and limited effectiveness.Secondly,this paper takes existentialism and structuralism as theoretical framework,systematically analyzes the reasons why students make those errors in chemistry learning,and puts forward five concrete error correction strategies,including elf-correction,group-correction,class-correction,immediate correction,and delayed correction.Finally,these five kinds of error correction strategies are put into practice in the researcher's own class.By analyzing the questionnaire results and students' examination performances,this paper proposes a clear implication: scientific error correction modes can improve chemistry teaching effectiveness,enhance students' knowledge comprehension,foster their problem-solving abilities,cultivate their earnest learning attitude,and build solid foundations for their life-long learning.