本文關鍵詞：高三學生“細胞分裂”專題解題出錯成因分析及對策研究　出處：《黃岡師范學院》2016年碩士論文　論文類型：學位論文

  更多相關文章： 解題錯誤 細胞分裂 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遍,學生答題時還是照樣出錯,學生很苦惱,教師也百思不得其解。人教版“細胞分裂”專題主要包括有絲分裂、無絲分裂、減數分裂和受精作用三部分內容。該專題知識點繁雜、抽象,且與許多其他專題相聯系,是高考中的重點,也是學生最為畏懼的專題,學生在解答本專題題目時出錯率較高。“細胞分裂”專題錯題可以分為幾種類型?學生的錯題成因有哪些?又有哪些對策可以減少學生解題出錯?這就是本文研究的重點。本文基于相關教育學理論,通過查閱近兩年黃岡市高三學生大型聯考的答題情況、翻閱黃州區(qū)一中近兩年高三學生在各類考試中的錯題情況、批閱學生作業(yè)、記錄學生課堂答題情況等途徑,對高三學生在生物學科中常見的錯題進行了整理。本文對“細胞分裂”專題中學生出現的部分最典型錯題作了進一步的分析。對該專題學生的錯題以知識點為劃分依據分成6大類:1、細胞周期錯題;2、受精作用錯題;3、染色體錯題;4、核DNA錯題;5、實驗錯題;6、細胞器作用錯題。結合學生在該專題出現的錯題類型,筆者重新命制一套《“細胞分裂”專題習題調查測試卷》對2016屆高三學生進行了測試與驗證。通過分析學生“細胞分裂”專題6大錯題類型,并結合《“細胞分裂”專題習題解題錯因調查問卷》,總結出了8種錯題成因:1、審題不細心;2、基礎知識不牢;3、未理清概念之間的聯系;4、學習習慣不良;5、理解能力不足;6、題目設置不合理;7、教師教學方式不當;8、教學資源不充足。針對總結出的8種錯題成因,提出了7條教學對策與建議:1、掌握審題技巧,提高審題能力;2、重視回歸教材,夯實基礎知識;3、理清概念關系,注重發(fā)散思維培養(yǎng);4、端正學習態(tài)度,養(yǎng)成良好習慣;5、優(yōu)化命題程序,提高命題質量;6、樹立責任意識,提升教學能力;7、加大教育投入,充實教學資源。本研究對于突破高三生物教學難點,創(chuàng)新教學方法,提高教學質量具有較強的指導和借鑒作用。
[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.

【學位授予單位】：黃岡師范學院
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.91

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本文編號：1370248