高一生物学习中学生错题档案的建立与实践研究

发布时间：2018-04-05 09:18

本文选题：高一生物　切入点：错题档案　出处：《山西师范大学》2016年硕士论文

【摘要】：“错题档案”即通过对作业以及考试等过程中出现错误的各类题目进行收集和整理,并做好归类及分析等一系列工作,最终所建立起来的错题集。对于教师而言,查阅学生的错题档案能够及时得到教学反馈;对于学生而言,错题是一种独特的学习资源,错题档案的充分利用会对学生的学习产生积极的影响。因此,对错题档案进行实践研究具有非常深远的现实意义。本研究首先对选定的两个平行班学生进行了错题管理情况的问卷调查,了解学生在错题管理观念、错题管理态度、错题管理行为、错题管理策略四个维度上的表现情况。其次,以高中生物(人教版)必修一为研究载体,以长治市淮海中学242班(对照组)、249班(实验组)两个平行班学生为研究对象,展开一学期的错题档案实践研究。最后,为进一步了解错题档案对学生各方面产生的影响,对实验班学生进行了集体访谈。通过研究,笔者得出如下结论：1.实验前,学生对错题缺乏积极有效的管理,在错题管理观念、错题管理态度、错题管理行为、错题管理策略四个维度上的表现都不是很理想。2.实验后,实验班学生的生物成绩以及对错题价值的认识等方面都发生了很大的变化。实验班学生生物成绩较对照班有明显提高,并且实验时间越长,这种差异越显著。3.通过错题档案的建立以及运用,学生对错题的管理变得系统化、条理化。错题档案的使用巩固了学生对知识的理解,提高了学生的学习成绩,增加了学生学习生物的信心,是一种行之有效的教学方法。
[Abstract]:The "wrong problem file" is the collection and arrangement of all kinds of wrong questions in the process of homework and examination, and a series of work such as classifying and analyzing well, finally establishing the wrong problem set.For teachers, checking students' misplaced files can get teaching feedback in time; for students, misplaced questions is a unique learning resource, and the full use of misplaced problem files will have a positive impact on students' learning.Therefore, it is of great practical significance to do practical research on misplaced files.This study first conducted a questionnaire survey on the misquestion management of the two selected parallel class students to understand the students' performance in four dimensions: misquestion management concept, misquestion management attitude, misquestion management behavior and misquestion management strategy.Secondly, taking the compulsory course one of senior high school biology (human education edition) as the research carrier, and taking the students of class 242 of Huaihai Middle School in Changzhi City (control group) and two parallel classes (experimental group) as the research object, the practical research on the misplaced problem files for one semester is carried out.Finally, in order to further understand the impact of misplaced problem files on all aspects of the students, the experimental class students were interviewed collectively.Through research, the author draws the following conclusion: 1.Before the experiment, the students lack active and effective management to the wrong questions, and their performance in the four dimensions of misquestion management concept, misquestion management attitude, misquestion management behavior and misquestion management strategy are not very ideal. 2.After the experiment, great changes have taken place in the students' biological achievement and their understanding of the value of the wrong questions.The biological score of the experimental class was significantly higher than that of the control class, and the longer the experimental time was, the more significant the difference was. 3.Through the establishment and application of misquestion files, students' management of misplaced questions becomes systematic and orderly.It is an effective teaching method that the use of misplaced problem files has consolidated students' understanding of knowledge, improved students' academic achievement and increased students' confidence in learning biology.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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