本文選題：錯題管理 + 錯題資源庫��； 參考：《河北師范大學》2016年碩士論文

【摘要】：在高中生物的學習過程中,做習題是必不可少的一個環(huán)節(jié)。在做題的過程中,無論是優(yōu)等生還是中等生、暫困生,都會犯錯誤。對待錯題的態(tài)度對學生的學習成績起到了非常關(guān)鍵的作用,甚至是決定性的作用。不會從錯題中吸取經(jīng)驗教訓的學生不能稱之為會學習的學生,他們的學習成績往往也不盡如人意。而那些視錯題為珍寶,具有良好的錯題管理習慣的學生必然是學習中的佼佼者。首先,在本研究的初始階段,筆者研讀了大量的文獻,界定了錯題管理和錯題資源庫的相關(guān)概念。結(jié)合前人的經(jīng)驗,筆者編制了《高中生物錯題資源應(yīng)用現(xiàn)狀的調(diào)查問卷》,從錯題管理的態(tài)度、行為和策略三個方面調(diào)查了張家口市懷來縣沙城中學高二年級全體學生的錯題管理現(xiàn)狀,得出了如下結(jié)論:高中生對錯題管理持有非常積極的態(tài)度,并且能夠主動進行錯題管理,但是缺乏合理有效的錯題管理策略。筆者又對部分學生和一線教師進行走訪,調(diào)查發(fā)現(xiàn):無論是教師還是學生,都非常需要一個完善的錯題資源庫來幫助自己。其次,筆者對學生進行了詳盡地錯題管理策略的指導,提出了錯題管理的六大步驟:錯題的選擇與集結(jié),錯因的診斷與分析,錯題的訂正與形式,錯題的歸類,錯題的分享與交流和錯題的回顧與推敲。之后強調(diào)了在錯題管理的過程中要遵循科學性、及時性、代表性、實用性、自主性、開放性、持久性、平等性和反思性這九大原則,并且提醒廣大學生謹防步入錯題管理的三大誤區(qū):重難題,輕基礎(chǔ);重結(jié)果,輕分析;重整理,輕應(yīng)用。再次,筆者搜集了大量的資料,對其中的題目進行了仔細的分析和嚴格地篩選,完成了“遺傳與進化”模塊錯題資源庫的初稿,并走訪本校的骨干教師,虛心接受他們提出的寶貴意見,對初稿進行了修正,最終完成了錯題資源庫的終稿。最后,在整個研究過程中,筆者了解到知識是不斷發(fā)展變化的,錯題資源庫的終稿完成之后也不是一成不變的,仍需要廣大教師和學生不斷去修正和補充。
[Abstract]:In the high school biology study process, doing exercises is an essential link.In the process of doing the problem, whether the top students or middle students, temporarily poor students, will make mistakes.The attitude to the wrong questions plays a very important and even decisive role in the students' academic achievement.Students who don't learn from mistakes can't be called learners, and their grades are often unsatisfactory.Those students with good management habits are sure to be the best in their study.Firstly, in the initial stage of this study, the author studied a lot of literature and defined the concepts of misquestion management and misquestion resource bank.Based on the previous experience, the author compiled the questionnaire on the current situation of the Application of Bio-error-problem Resources in Senior Middle School, which was based on the attitude of misplaced problem management.This paper investigates the current situation of the misquestion management of all the students in Shacheng Middle School in Huailai County, Zhangjiakou City from the three aspects of behavior and strategy, and draws the following conclusions: high school students hold a very positive attitude towards the misquestion management.And can take the initiative to misquestion management, but the lack of a reasonable and effective misquestion management strategy.The author also visited some students and front-line teachers and found that both teachers and students need a perfect resource bank to help themselves.Secondly, the author gives detailed guidance to the students on the management strategy of misquestions, and puts forward six steps of misquestion management: the selection and assembly of misquestions, the diagnosis and analysis of the causes, the revision and form of misquestions, the classification of misquestions.The sharing and communication of the wrong questions and the review and examination of the wrong questions.After that, it emphasized that the nine principles of science, timeliness, representativeness, practicability, autonomy, openness, persistence, equality and reflection should be followed in the process of misguided management.It also reminds the students to guard against the three misunderstandings in the management of wrong questions: stress on difficult problems, light on foundation, heavy on results, light on analysis, heavy on sorting out and light on application.Thirdly, the author collected a large amount of data, carefully analyzed and strictly screened the topics, completed the first draft of the "genetic and Evolution" module wrong question resource bank, and visited the backbone teachers of our school.The first draft was revised and the final draft of the wrong question resource bank was completed.Finally, in the whole research process, the author understands that the knowledge is constantly developing and changing, and the final draft of the wrong question resource bank is not fixed after completion, and it still needs teachers and students to revise and supplement constantly.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.91

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