A Research On The Utilization And Strategy Of Mistake Resources In Senior High School Biology Teaching

The profound changes in today's society have also changed the training requirements for students.Students need to have the ability to learn to learn in the learning process,and eventually develop into their own internal qualities.The collection and sorting of right and wrong questions in high school biology learning,induction,reflection,review and communication are all the process of re-learning knowledge,and it is also the process of students intensifying learning and learning.The phenomenon that students make repeated mistakes is that they do not pay enough attention to the resources of biological wrong questions,especially in the "genetic" section.Students have difficulty understanding more abstract knowledge and have difficulties in learning.Based on this article,high school students are in the "genetic" section.The current situation of the utilization of wrong questions resources is studied.In this study,a questionnaire survey was used to survey a total of 177 students in 4classes in the first grade of a key middle school in Chengdu,and randomly selected students to conduct interviews,and then communicate with frontline teachers to understand the resources of wrong questions in the eyes of students and teachers The current status of utilization.After analyzing the survey results,the status quo of high school students using biological wrong question resources: First,students generally have the concept that using biological wrong question resources is conducive to their own biological learning,but their attitude towards wrong questions,the strategies and behavioral performance of using wrong questions It is a phenomenon of low self-consciousness and insufficient execution.The second is that boys are slightly better than girls in the concept and strategy of wrong-question resources,and there is no significant gender difference in the use of wrong-question resources and behavior dimensions.The third is that there are differences in the four dimensions of the use of wrong-question resources by students of different learning levels.The attitude,behavior and strategy of students with medium-level learning levels in using wrong-question resources need to be improved.Fourth,there is a positive correlation between the concept of wrong topic resource utilization and the attitude dimension,and there is a strong correlation between the strategy and the behavior dimension,that is,the concept may affect the attitude of students,and the presentation of strategy and action is accompanied.According to the survey results and the actual situation,the following strategies for using wrong questions are proposed: students need to reject "invalid wrong question books",establish effective wrong question resources,and efficiently use wrong question resources.Teachers need to increase supervision of wrong question resources,expand communication platforms,and establish Teachers' wrong question bank in order to improve the utilization of biological wrong question resources in high school biology learning.Conduct specific practical research based on the above strategies: After using the wrong-question utilization strategy proposed by the author,regularly check the students' wrong-question book,talk and communicate with students,and ask teachers to help guide students to manage and use wrong-question resources.At the end of the semester,we compared the differences between the same learning level classes(classes 2 and 3)and different classes taught by the same teacher(classes 2 and 4)before and after using the above strategies,and the following results were obtained: the use of the wrong question utilization strategy proposed in this article Classes(classes 2 and 4)showed a significant increase in the level of biology learning,and the wrong-question utilization strategy did not change significantly from the original class(class 3).At the same time,the increase in the eugenics rate of the class was lower than that of classes 2 and 4.In this process,based on the school's big data platform-Jikeyun,the class high-frequency wrong question resources are summarized and classified,and finally the research results of the compulsory second wrong question resource library are formed.The results of the strategy research show that the strategies for using wrong questions proposed in this article are effective.Students need to establish and make good use of biological wrong question resources in a timely manner.Teachers should do a good job of supervision and supervision to help students use wrong question resources to better learn high school biology.