The Study Of Current Situation And Countermeasures Of The Error Management In Junior High School Chemistry

It is necessary to conduct research on erroneous question management for purposes as follows:to avoid the question-sea strategy among students;to improve study efficiency and academic performance of students;to enhance students' problem-solving thinking ability,study initiative and study habits;and to improve teachers' teaching methods and teaching capability.Firstly,the research content and research methods will be decided based on the previous study on erroneous question management.The paper intends to study the status of chemistry erroneous question management for both teachers and students of the third year at junior high school.According to the status,the paper will formulate and implement strategies for erroneous question management,and thereby verify the validity of strategies.The paper adopts such research methods as literature review,questionnaire survey,interview,statistical analysis,and comparative experiment.Secondly,the paper analyzes the status of students' erroneous question management by means of questionnaire survey and statistical analysis.According to the results,it can be concluded that:Students perform with a moderate level in erroneous question management,as well as in their attitude,concept,and behavior dimensions.Among them,students perform better in the attitude and concept than in behavior,but without significant difference.However,students perform with a qualified level in the strategy dimension,which shows a great difference with other dimensions,particularly with the concept and attitude.Moreover,the paper explores the erroneous question management of teachers and their guidance to students through the method of interview.According to the results,it can be concluded that:most chemistry' teachers believe it is necessary for them to conduct erroneous question management.And most of them have developed some strategies for erroneous questions,but such strategies are single in form.In guiding students,teachers agree that erroneous question management plays a positive role in students.However,most teachers lack specific and effective methods and guidance for students' erroneous question management.Thirdly,the paper proposes corresponding strategies,which have been implemented for 4 months,according to the status of teacher-student erroneous question management.Finally,the paper tests the practice effect though the experiment method and questionnaire survey,and achieves conclusions as follows:(1)Effective erroneous question management can help improve students' academic performance.And the longer the implementation time,the more obvious the effect will be.In addition,it can correct the students'attitudes toward erroneous question management and chemistry learning.Moreover,it also plays a positive role in students'problem-solving thinking ability,learning interest,learning initiative,confidence,and even sound learning habits.(2)Teachers repeatedly emphasize that three strategies,namely the value of erroneous questions,the power of role models,and score comparison,have an important role in correcting students' erroneous question management concepts and attitudes.Moreover,the paper proposes that management strategies as follows are characterized by certain feasibility and effectiveness,and can offer help for most college students:require students to correct erroneous questions;infer other things from one fact when explaining erroneous questions;guide students to conduct erroneous question management in layer;allow the diversification of erroneous question solving;guide students to analyze erroneous questions;supervise students' erroneous question management in time;guide students to review and streamline erroneous questions;strengthen teachers' use of erroneous question resource;explain erroneous questions for students by fully adopting network forms.