错题管理与高中化学有效教学的相关性研究
发布时间：2018-11-01 19:22
【摘要】：错题现象在学习中经常发生,是学生学习过程中最有价值的反馈信息。学生在充分认识错题管理价值的基础上,把错题管理作为个人知识管理的一种方式,使之成为提高化学学习成绩和化学学习效果的一种工具和策略。了解错题管理的科学实施方案、步骤等,并在教学中进行长久的坚持和系统的管理,有利于提高化学教学的有效性。文中通过问卷调查、访谈和实验的方法对江苏省宿迁市沭阳县一所中学高二年级的学生在学业复习阶段,利用错题管理的现状进行了调查研究。调查的主要结论是：高中生对错题都持有较为积极的态度,能够认识到错题的重要性,在学习中会对错题进行相应的管理。但具体的管理行为表现得比较欠缺,需要教师加强指导和督促检查。对化学错题管理整体水平低,同学之间的相互交流比较少。高二年级的男生在整体错题管理水平上要高于高二年级的女生。具体是女生在错题管理态度价值观方面要略高于男生；而男生在错题管理行为方面要高于女生。2012年10月至2013年3月期间,选取学校部分学生为样本,分为实验组和控制组进行实验研究。实验的主要结论是：与控制组相比,实验组在学业水平测试中成绩显著,差异有统计学意义。说明使用错题管理的复习效率明显升高,教学效果显著提升。依据错题管理标准和有效教学的标准,获得成绩,对错题管理与高中化学有效教学进行了相关分析。结果表明：错题管理总分与化学成绩之间存在一定程度的正相关；其差异具有极显著意义。说明高二学生的错题管理能力与与高中化学有效教学之间呈现出较大的正相关关系。
[Abstract]:The phenomenon of wrong questions often occurs in learning, which is the most valuable feedback information in the process of students' learning. On the basis of fully understanding the value of misquestion management, the students regard misquestion management as a way of personal knowledge management, making it a tool and strategy to improve the result of chemistry learning and the effect of chemistry learning. It is beneficial to improve the effectiveness of chemistry teaching to understand the scientific implementation scheme and steps of misquestion management, and to persist in teaching for a long time and to manage systematically. By means of questionnaire, interview and experiment, this paper investigates and studies the current situation of the management of wrong questions in the second grade students of a middle school in Shuyang County, Suqian City, Jiangsu Province, in the stage of academic review. The main conclusion of the investigation is that high school students hold a more positive attitude towards the wrong questions and can realize the importance of the wrong questions and manage them accordingly in their study. But the concrete management behavior is relatively deficient, needs the teacher to strengthen the instruction and the supervision inspection. The overall level of management of chemical misquestions is low, and the communication between students is less. Boys in grade 2 are higher than girls in grade 2. Specifically, female students are slightly higher than boys in the values of misplaced management attitude; From October 2012 to March 2013, some students were selected as samples and divided into experimental group and control group. The main conclusion of the experiment is: compared with the control group, the results of the experimental group in the academic level test are significant, the difference is statistically significant. It shows that the review efficiency of the management of using wrong questions is obviously increased, and the teaching effect is improved significantly. According to the management standard of misplaced questions and the standard of effective teaching, this paper analyzes the correlation between the management of misplaced questions and the effective teaching of chemistry in senior high school. The results showed that there was a certain degree of positive correlation between the total score of misplaced subject management and the chemical score, and the difference was very significant. It shows that there is a significant positive correlation between the misquestion management ability of senior high school students and the effective teaching of chemistry in senior high school.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2304871
[Abstract]:The phenomenon of wrong questions often occurs in learning, which is the most valuable feedback information in the process of students' learning. On the basis of fully understanding the value of misquestion management, the students regard misquestion management as a way of personal knowledge management, making it a tool and strategy to improve the result of chemistry learning and the effect of chemistry learning. It is beneficial to improve the effectiveness of chemistry teaching to understand the scientific implementation scheme and steps of misquestion management, and to persist in teaching for a long time and to manage systematically. By means of questionnaire, interview and experiment, this paper investigates and studies the current situation of the management of wrong questions in the second grade students of a middle school in Shuyang County, Suqian City, Jiangsu Province, in the stage of academic review. The main conclusion of the investigation is that high school students hold a more positive attitude towards the wrong questions and can realize the importance of the wrong questions and manage them accordingly in their study. But the concrete management behavior is relatively deficient, needs the teacher to strengthen the instruction and the supervision inspection. The overall level of management of chemical misquestions is low, and the communication between students is less. Boys in grade 2 are higher than girls in grade 2. Specifically, female students are slightly higher than boys in the values of misplaced management attitude; From October 2012 to March 2013, some students were selected as samples and divided into experimental group and control group. The main conclusion of the experiment is: compared with the control group, the results of the experimental group in the academic level test are significant, the difference is statistically significant. It shows that the review efficiency of the management of using wrong questions is obviously increased, and the teaching effect is improved significantly. According to the management standard of misplaced questions and the standard of effective teaching, this paper analyzes the correlation between the management of misplaced questions and the effective teaching of chemistry in senior high school. The results showed that there was a certain degree of positive correlation between the total score of misplaced subject management and the chemical score, and the difference was very significant. It shows that there is a significant positive correlation between the misquestion management ability of senior high school students and the effective teaching of chemistry in senior high school.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
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