發(fā)布時(shí)間：2018-01-02 17:36

  本文關(guān)鍵詞：高三學(xué)生“細(xì)胞分裂”專題解題出錯(cuò)成因分析及對策研究　出處：《黃岡師范學(xué)院》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 解題錯(cuò)誤 細(xì)胞分裂 成因分析 對策研究

【摘要】：許多高中生物教師都有相同的體會,很多題目教師評講過數(shù)遍,學(xué)生答題時(shí)還是照樣出錯(cuò),學(xué)生很苦惱,教師也百思不得其解。人教版“細(xì)胞分裂”專題主要包括有絲分裂、無絲分裂、減數(shù)分裂和受精作用三部分內(nèi)容。該專題知識點(diǎn)繁雜、抽象,且與許多其他專題相聯(lián)系,是高考中的重點(diǎn),也是學(xué)生最為畏懼的專題,學(xué)生在解答本專題題目時(shí)出錯(cuò)率較高�！凹�(xì)胞分裂”專題錯(cuò)題可以分為幾種類型?學(xué)生的錯(cuò)題成因有哪些?又有哪些對策可以減少學(xué)生解題出錯(cuò)?這就是本文研究的重點(diǎn)。本文基于相關(guān)教育學(xué)理論,通過查閱近兩年黃岡市高三學(xué)生大型聯(lián)考的答題情況、翻閱黃州區(qū)一中近兩年高三學(xué)生在各類考試中的錯(cuò)題情況、批閱學(xué)生作業(yè)、記錄學(xué)生課堂答題情況等途徑,對高三學(xué)生在生物學(xué)科中常見的錯(cuò)題進(jìn)行了整理。本文對“細(xì)胞分裂”專題中學(xué)生出現(xiàn)的部分最典型錯(cuò)題作了進(jìn)一步的分析。對該專題學(xué)生的錯(cuò)題以知識點(diǎn)為劃分依據(jù)分成6大類:1、細(xì)胞周期錯(cuò)題;2、受精作用錯(cuò)題;3、染色體錯(cuò)題;4、核DNA錯(cuò)題;5、實(shí)驗(yàn)錯(cuò)題;6、細(xì)胞器作用錯(cuò)題。結(jié)合學(xué)生在該專題出現(xiàn)的錯(cuò)題類型,筆者重新命制一套《“細(xì)胞分裂”專題習(xí)題調(diào)查測試卷》對2016屆高三學(xué)生進(jìn)行了測試與驗(yàn)證。通過分析學(xué)生“細(xì)胞分裂”專題6大錯(cuò)題類型,并結(jié)合《“細(xì)胞分裂”專題習(xí)題解題錯(cuò)因調(diào)查問卷》,總結(jié)出了8種錯(cuò)題成因:1、審題不細(xì)心;2、基礎(chǔ)知識不牢;3、未理清概念之間的聯(lián)系;4、學(xué)習(xí)習(xí)慣不良;5、理解能力不足;6、題目設(shè)置不合理;7、教師教學(xué)方式不當(dāng);8、教學(xué)資源不充足。針對總結(jié)出的8種錯(cuò)題成因,提出了7條教學(xué)對策與建議:1、掌握審題技巧,提高審題能力;2、重視回歸教材,夯實(shí)基礎(chǔ)知識;3、理清概念關(guān)系,注重發(fā)散思維培養(yǎng);4、端正學(xué)習(xí)態(tài)度,養(yǎng)成良好習(xí)慣;5、優(yōu)化命題程序,提高命題質(zhì)量;6、樹立責(zé)任意識,提升教學(xué)能力;7、加大教育投入,充實(shí)教學(xué)資源。本研究對于突破高三生物教學(xué)難點(diǎn),創(chuàng)新教學(xué)方法,提高教學(xué)質(zhì)量具有較強(qiáng)的指導(dǎo)和借鑒作用。
[Abstract]:Many high school biology teachers have the same experience, many problems of teachers' evaluation about the number of times, the students answer is still wrong, very distressed students, teachers also remain perplexed despite much thought. Including mitosis special edition of "cell division" teaching, amitosis, meiosis and fertilization of three parts the thematic knowledge complex, abstract, and associated with many other topics, is the focus of the college entrance examination, is also the most feared topics for students, students in this special topic answer error rate is high. The cell division "special problems can be divided into several types? What are the problems and what causes the students? The Countermeasures can reduce the students make mistakes in solving problems? This is the focus of this paper. This paper based on the theory of education, through access to the answer of nearly two years of senior middle school students in Huanggang District of Huangzhou large entrance exam, read a three in recent years The students in the exams of the exercises, marking student work record, students answer way of senior high school students in biology common mistakes in the order. This article appears on the "cell division" special students part of the most typical error are analyzed further. The errors in the topic of the basis for the division of knowledge into 6 categories: 1, the cell cycle error; 2, error 3, fertilization; chromosome 4, nuclear DNA error; error; 5, the experimental error; 6, effect of organelle error. Combining with the students in the special type mismatches problem, the author makes a set of "new life" cell division "special investigation exercise test > on the 2016 senior students were tested and verified. Through the analysis of students" cell division "in the 6 types of problems and combined with the mistake," "cell division" special exercises wrong because the investigation questionnaire ", summed up the 8 The wrong cause: 1, the topic is not careful; 2, basic knowledge is not solid; 3, no clear concepts between; 4, poor study habits; 5, understanding ability is insufficient; 6, the title is unreasonable; 7 teachers, improper teaching methods; 8, teaching resources are not adequate. According to the 8 error causes summary the proposed 7 teaching suggestions: 1, master their skills, improve their ability; 2, pay attention to return to teaching materials, basic knowledge to lay a solid foundation; 3, clarifying the concept, focus on the cultivation of divergent thinking; 4, correct attitude towards learning, develop good habits; 5, optimization program, improve the quality; 6 and establish a sense of responsibility, enhance the teaching ability; 7, increase investment in education, enrich the teaching resources. This study breakthrough for senior high school biology teaching difficulties, innovative teaching methods, with strong guidance and reference to improve the teaching quality.

【學(xué)位授予單位】：黃岡師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.91

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