Research On Teaching Strategies To Promote Effective Learning Of Students By Effective Failure

The need for talent in modern society requires students to learn to learn effectively.However,our traditional classrooms have many shortcomings,which lead to students failing to learn effectively.Many scholars have made many efforts to improve the deficiencies of traditional classrooms.The Kapur team put forward the concept of"effective failure" and proved the advantages of effective failure over traditional teaching methods.There are few studies on the application of effective teaching strategies for effective failure,which makes teachers less reference in practice.Based on this,this study uses the action research method and the quasi-experiment method to conduct research,and proposes an effective failure teaching strategy to promote students’ effective learning.This study is divided into six parts.The first part is the introduction.Firstly,the research background is explained.Secondly,the purpose and significance of the research are clarified.Finally,the research ideas and methods are determined,and the research framework is formulated.The second part summarizes and analyzes the related researches of scholars at home and abroad,clarifies the related concepts,and puts forward the theoretical basis of effective failure.The third part is based on the investigation of students,teacher interviews and effective failure theory to construct a teaching strategy system.The fourth part is the research process,which is divided into pre-study preparation,research process and post-study data collection.The research process used the quasi-experimental method and the action research method.The experimental group adopted the corresponding teaching strategy,while the control group used the traditional practice combined with the teaching method.Applying teaching strategies to the experimental group and constantly reflecting on improvement,and proposing the final improved teaching strategy.The fifth part analyzes the experimental data collected during the experiment,and analyzes the five aspects of students’ test scores,knowledge retention,knowledge transfer ability,problem solving diversity and learning willingness.The sixth part summarizes the research,reviews the whole research process,reflects on the existing deficiencies,and proposes future research directions.The conclusions of this study are mainly two aspects.The first is the proposed teaching strategy system.The author proposes seven links to use effective failure to teach,namely,pre-class preparation,introduction,clear tasks,generation exploration,consolidation integration,and class.After the homework and work reviews,eight teaching strategies were proposed for the first five aspects,namely,diversifying the problem situation,inspiring interest in learning,providing guidance on learning methods,postponing teacher guidance,group cooperative learning,providing emotional support,providing learning materials,and time.Management strategy and corresponding elaboration.The second is the analysis of the data.In terms of the test scores of the students,the difference between the experimental group and the control group was small,and the difference was not significant.The scores of the students in the experimental group and the control group had the smallest gap in the pass rate,and the gap in the medium rate was the largest.In terms of student knowledge retention and migration ability,the experimental group students performed better than the control group students.In terms of problem-solving diversity,students in the experimental group proposed more solutions than the control students.In terms of willingness to learn,the experimental group was more willing to continue learning than the control group.The use of this teaching strategy has certain advantages in improving students’ knowledge retention,migration ability and divergent thinking ability,but it does not show obvious advantages in improving students’ academic performance.This strategy also has certain advantages in improving the willingness to learn.