Study On The Problem Solving Obstacle Of Biological Non-choice Questions In High School Students

The essence of teaching is a process of constantly trying and correcting mistakes.In the biological teaching process,whether in normal practice,homework or examination,most high school students in biological non-multiple choice problems in the solution of various types of obstacles,resulting in a low scoring rate.The problem solving obstacle of biological non-choice questions is closely related to the cultivation of students’ ability of understanding,experiment and inquiry,information acquisition and comprehensive application.So the high school biology non-multiple choice question answer obstacle solution is a question which cannot be underestimated.Based on the theoretical analysis of the obstacle of answering questions,this paper has understood its concept,development,division of dimensions and countermeasures,thus forming the theoretical basis of this paper;On the basis of this,240 students from the first to the third grade of senior high school were surveyed on the biology non-multiple choice questions in senior high school,Using the biology non-multiple choice test paper in senior high school to test 120 students of grade 3 in senior high school.In addition,interviews were held with three teachers of our school about the management and understanding of obstacle management for student answer questions.This study carried out a detailed analysis of the results of the questionnaire survey,the test results of the test volume,and the interview results of the teachers.The main conclusions are as follows:(1)There are four kinds of obstacles in biology non-selection in high school students in our school : knowledge barrier,examination questions obstacle,thinking obstacle,language expression barrier and four kinds of obstacles;(2)The main obstacles of the students in biology non-multiple choice question(below 20 points)are knowledge obstacle and examination obstacle;the high score is40-50 points)the main obstacle of answering question is language expression obstacle(3)and thinking obstacle.(4)The proportion of obstacles in different grades is different,but the obstacle of knowledge is the biggest obstacle in each grade.(5)The vast majority of the students in the school do not have a special biometric problem book to manage the problem.Even if they do,most studentsundefined record frequency is too low,the recording method is incorrect,and the result is not good.(6).knowledge acquisition,ability of reviewing questions,ability of thinking,ability of language organization and management of answering obstacle all had significant effects on scores of biological non-multiple choice questions.Improving the ability and developing good management habits can effectively improve the scoring rate.(7)In view of the above conclusions,it is suggested that teachers in our school attach great importance to the teaching of basic knowledge,in addition to strengthening the cultivation of the ability to examine questions,strengthen the training of thinking ability,attach importance to the training of language expression,and strengthen the management of biological answering obstacles.In order to improve the high school students biological non-multiple choice score rate.This study can not only provide participation and reference for the improvement of biology teaching in our school and other senior high schools,but also provide more abundant resources for biology non-multiple choice question answering obstacles,and can also be used as a reference for senior high school students to learn independently.