| The curriculum reform emphasizes the improvement of students’ ability to find,propose,analyze and solve problems.The improvement of students’ ability lies in the "learning" of students and the "teaching" of teachers,so as to achieve the purpose of cultivating and improving students’ abilities,"Teaching" here requires teachers to constantly innovation teaching methods and constantly change teaching strategies.This is the case in high school biology teaching and learning.We found that the wrong topic is not only the student has not yet to understand and master the knowledge,but also reflects the teacher need to improvement in the knowledge points.So this research put forward such a proposition,"biological wrong topic analysis",which hope teachers and students to analyze the wrong topic together,on the one hand can improve students’ ability of analyzing and resolving problems,on the other hand can optimize the teachers’ teaching methods and strategies.Therefore,wrong topics have become an important reference for students to learn and an important learning path for students to master knowledge points.At first,this research conducts a questionnaire analysis on 302 students in six classes of three high schools in Shihezi City to understand students’ cognition of the four dimensions including feelings,opinions,practices and feedback on wrong questions.Then,this study conducts knowledge point statistics and analysis on the wrong topics in four tests of 658 students in the whole grade two of the S high school,and designs and optimizes teaching strategies according to the high frequency error knowledge points.In the end,this paper takes the senior two students as the research object,and sets up the control group and the experimental group,compares and analyzes the situation of the establishment and analysis of the wrong topics files of the students at different learning levels,and verifies the effectiveness and operability of the wrong topics analysis for teaching.The main research results are as follows :(1)Through the questionnaire survey,students are generally aware of the importance of incorrect questions for learning,but lack of reflection on incorrect questions,especially in the management and analysis of incorrect questions.(2)Through the statistical analysis of the wrong topics in four tests of Grade 2 of Shihezi S Middle School,it is found that the wrong topics mainly focus on the knowledge points of "the discovery of genetic factors","genes on chromosomes" and "gene expression".(3)This study optimized four teaching strategies for error-prone knowledge points,as shown in the text.(4)Through the comparative analysis of the control group and the experimental group,it is found that students’ performance is directly proportional to the merits of students’ analysis of wrong questions.(5)Based on the above research,this paper puts forward a set of strategies for students and teachers to analyze and manage wrong topics: students should strengthen self-cognition,improve the initiative of management of wrong topics,establish a special set of wrong questions,master the reasonable method of analysis of wrong topics(this paper designed a reference model);in order to improve the ability of analysis of wrong questions,teachers,on the other hand,collect students’ incorrect questions information extensively in teaching,establish incorrect topics data files,establish the connection between incorrect questions and knowledge points,and adjust teaching strategies based on the analysis and sorting of students’ incorrect topics and corresponding knowledge points,so as to carry out effective teaching.The research results of this paper found that the weakness of senior high school students in the second required biology,which can make teachers to adjust the teaching strategy,also can make senior high school student to review effectively. |
