Investigation On The Current Situation And Countermeasures Of Physics Wrong Question Management Of High School Students ——Taking Mo Yu No.1 Middle School As An Example

Wrong questions reflect students’ knowledge weaknesses,is a valuable learning resources,students attach importance to wrong questions and manage and use wrong questions,not only can improve students’ physical learning performance,but also cultivate students’ good character of admitting mistakes and correcting mistakes.In the process of wrong question management,students quickly consolidate and consolidate weak knowledge points by summarizing and summarizing the causes of errors,so as to cultivate students’ independent learning ability.Independent learning and healthy development are also the concepts that the core literacy of the discipline has always advocated.In this study,the current situation of physics error problem management of high school students in Moyu County No.1 Middle School was investigated,and the guidance of the teachers of the school on the management of students’ physics error questions was understood.Analyze the shortcomings of students and teachers in the management of physical errors.Based on the research,the corresponding management strategy of physics errors is proposed,and the physics teaching is practiced during the internship to verify the necessity and effectiveness of the strategy.Through the survey,it was found that high school students and teachers recognized the importance of physics error problem management,and students believed that wrong questions could reflect their shortcomings in physics learning and effectively improve physics learning performance.However,due to psychological characteristics,high school students are not willing to share their wrong questions with others,and do not take the initiative to ask classmates when they encounter problems that will not be solved,but wait for the teacher to explain.The management level of female wrong questions is better than that of boys,some students like to correct wrong questions directly on the paper or book,and most students do not have a very clear and suitable physical wrong question management strategy.In view of the above problems,the researchers started from the psychological characteristics of students and proposed Improve students’ internal motivation for wrong question management,guide students to actively share their experience in wrong question management with their classmates,and require students to do strategies such as timely sorting,in-depth analysis,and regular review.Teachers feel that it is feasible and necessary for students to manage physical error questions,and wrong question management helps to cultivate students’ ability to learn independently.However,some teachers do not pay attention to the management of wrong questions,and the guidance of students is insufficient,which causes teachers to think that the management of wrong questions is very important,but they have not been able to benefit from it.In response to the above problems,the researchers suggest that teachers should strengthen the guidance of teachers on the management of students’ wrong questions,provide students with systematic wrong question management strategies,assign less homework to students,let students summarize and reflect on the wrong questions,and teachers flexibly adjust teaching strategies according to the status of students’ wrong question management.Thus improving the efficiency of physics teaching.Based on the research of relevant literature and the research of the internship school,this paper proposes the management strategy of physical error problems and uses it for teaching practice.The practice process shows that the strategy is effective for improving students’ wrong question management ability,and the students’ learning style has been optimized,which has improved the learning effect to a certain extent and the students’ physical performance has improved.At the same time,in the process of wrong question management,students have also exercised the character of not being afraid of mistakes and being willing to share learning experiences,and their independent learning ability has been developed.