Research On The Development And Application Of Resources Formed By Junior Middle School Biology Mistakes

Mistakes are the most direct feedback of students on their learning outcomes in daily learning.They are also a natural teaching resource formed by students in the process of learning.Unlike other teaching resources,students pass the teacher during the learning process.The commentary corrects the wrong questions directly,and the wrong questions have very obvious individual differences,which directly reflects the students' mastery of this knowledge point and related knowledge points.Existing studies have shown that the potential of wrong questions for individual student learning is greater.And this research found through interviews: In the teaching process,more teachers tend to focus on “wrong topics” and ignore some of them: guessing right,hitting the wrong one by mistake,and even choosing the right concept.The subject is still very vague,and there is still something missing in helping students improve themselves.Therefore,this study will use a four-segment questionnaire to determine the problems that seventh grade students in a junior high school in Chongqing will encounter in the course of studying biology.There are wrong questions-check the cause-find knowledge-expand the wrong questions "form to make use of learning the right and wrong questions to form a good practice of wrong question management and knowledge management.In the course of subject learning,it has achieved good learning results and a large increase in grades.In the "ten first-level themes,fifty important concepts" content of junior high school biology,the three first-level themes of scientific inquiry,structural levels of biology,and biology and environment are used in the biology study of the seventh grade book At the same time,because biology is a new discipline,students do not have too much relevant knowledge to accumulate.The scientific knowledge in their minds is formed entirely through teacher teaching and their own learning.On this basis,the researcher formulated the test content of this study as the first and second units of the seventh grade book: the structure level of biology and biosphere and organism throughinterviews with front-line teachers and observations in the teaching process.This research will be conducted in two parts: theoretical research and applied research:Theoretical research: First,according to the knowledge content of textbooks and related research,the important concepts of Units 1 and 2 of the seventh grade are displayed,and then the questionnaire is compiled by the classification of knowledge points and question types to form a testing tool to obtain the existing students' Attitude to "wrong resources" and existing strategies.Applied research: Based on the biological results of the half-term exam and the daily observations of the teachers,the students in the two classes with similar average grades are randomly selected to issue questionnaires to investigate the status of students' management of wrong questions in the biology subject;and then develop testing tools based on the teaching difficulties and difficulties.Perform pre-tests to get students' wrong questions in the first,second,and seventh units of the seventh grade book;then the teacher intervenes in the teaching group's "formation and utilization of wrong resources" in the experimental group,and routine teaching in the control group;Post-testing,analyzes whether the students' ability to improve their academic performance and management of wrong questions and knowledge has been improved after the application of the “wrong question resources” for a period of time.Through the analysis of the conclusions,this study draws the following experimental conclusions: The students have the following problems in terms of knowledge mastery and application:(1)They have a good memory of conceptual knowledge,but they cannot connect the title scenario and knowledge points.(2)There is no way to start on experimental design and analysis topics.(3)"Yes and No"judgment type questions are difficult to get right.The reasons for the above errors are as follows:(1)The knowledge is not enough,just the memory.(2)The memory is not reliable,and deviation occurs.(3)I didn't understand it in class,and gave random answers.In response to the above problems of students,the researchers conducted classroom teaching design under the guidance of "metacognitive strategies" and"constructivist learning theory",and in daily teaching,they used "correction of corrections-positioning knowledge-supplementary facts-"Expanding and extending"pattern diagram to help students form wrong question resources,so that students can use the wrong question resources to conduct independent review and advanced learning in the spare time,which has significantly improved learning performance and learning ability.