Investigation And Strategy Research On The Current Situation Of Management Of Biological Errors In High School Students

In the process of learning,problem-solving training is a very important step.It is a common method of testing and consolidating the knowledge that students have learned through exercises.The same is true of the teaching of biology.When students do biological exercises,they will inevitably make errors.Through errors,they can reflect the weaknesses of what they have learned and find the lack of their own learning style.Teachers can also provide targeted explanations through the students' error-prone points.Therefore,the wrong question is a very important learning and teaching resource.That is to say,it is especially important to carry out effective error management.This study investigates the current situation of bio-missing management of some students of grade 2 in some senior high schools in Jinan through literature analysis,questionnaire survey,interviews and text analysis.According to the source situation,the author stratified the ordinary high school in Jinan according to the source situation,randomly selected three high schools,and selected 368 high school students who choose to learn biology as the survey object for the questionnaire survey.The survey includes the statement of four basic dimensions: error management,management attitude,management concept and management behavior.;the interviews of some students and teachers and the analysis of students' wrong texts.Through the implementation of the above methods and methods,the status quo of student and teacher's error management is detailed.The research results are as follows:(1)The management of the biological errors of the second year students is generally at a medium upper level.(2)There is a weak positive correlation between the management level and the scores of the high school students,that is to say,the high level of error management can promote the improvement of biological performance.(3)There was no significant difference in the overall level of error management among students of different genders(P>0.05).(4)There are significant differences in the management of biological errors in the secondyear of high school students in different schools(P<0.05).(5)There was a significant difference in the total management level of the students between the excellent students and the poor students(P<0.05),and the excellent students were significantly higher than the poor students.There is a significant difference between the excellent students and the ordinary students in the bio-error concept(P<0.05),and the excellent students are significantly higher than the ordinary students.(6)The level of biological error management of high school students will vary from the differences of the selected course.(7)Most teachers can supervise students to manage their own wrong questions,and have their own style,which can make students show autonomy in error management.(8)Most of the students have a one-sided understanding of the error management.They believe that the management of the wrong problem is to establish the wrong book,and does not manage the wrong questions fully and effectively.Based on the current situation of the survey,this study proposes a bio-error management strategy from both students and teachers.The strategy in students' learning is to collect,sort and utilize biological questions.The strategy in teachers' teaching is to improve themselves and help students form the habit of error management.The proposed bio-error management strategy provides a reference and reference for students' efficient learning and biology teaching.