高三学生“细胞分裂”专题解题出错成因分析及对策研究

发布时间：2018-01-02 17:36

本文关键词：高三学生“细胞分裂”专题解题出错成因分析及对策研究　出处：《黄冈师范学院》2016年硕士论文　论文类型：学位论文

【摘要】：许多高中生物教师都有相同的体会,很多题目教师评讲过数遍,学生答题时还是照样出错,学生很苦恼,教师也百思不得其解。人教版“细胞分裂”专题主要包括有丝分裂、无丝分裂、减数分裂和受精作用三部分内容。该专题知识点繁杂、抽象,且与许多其他专题相联系,是高考中的重点,也是学生最为畏惧的专题,学生在解答本专题题目时出错率较高。“细胞分裂”专题错题可以分为几种类型?学生的错题成因有哪些?又有哪些对策可以减少学生解题出错?这就是本文研究的重点。本文基于相关教育学理论,通过查阅近两年黄冈市高三学生大型联考的答题情况、翻阅黄州区一中近两年高三学生在各类考试中的错题情况、批阅学生作业、记录学生课堂答题情况等途径,对高三学生在生物学科中常见的错题进行了整理。本文对“细胞分裂”专题中学生出现的部分最典型错题作了进一步的分析。对该专题学生的错题以知识点为划分依据分成6大类:1、细胞周期错题;2、受精作用错题;3、染色体错题;4、核DNA错题;5、实验错题;6、细胞器作用错题。结合学生在该专题出现的错题类型,笔者重新命制一套《“细胞分裂”专题习题调查测试卷》对2016届高三学生进行了测试与验证。通过分析学生“细胞分裂”专题6大错题类型,并结合《“细胞分裂”专题习题解题错因调查问卷》,总结出了8种错题成因:1、审题不细心;2、基础知识不牢;3、未理清概念之间的联系;4、学习习惯不良;5、理解能力不足;6、题目设置不合理;7、教师教学方式不当;8、教学资源不充足。针对总结出的8种错题成因,提出了7条教学对策与建议:1、掌握审题技巧,提高审题能力;2、重视回归教材,夯实基础知识;3、理清概念关系,注重发散思维培养;4、端正学习态度,养成良好习惯;5、优化命题程序,提高命题质量;6、树立责任意识,提升教学能力;7、加大教育投入,充实教学资源。本研究对于突破高三生物教学难点,创新教学方法,提高教学质量具有较强的指导和借鉴作用。
[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.

【学位授予单位】：黄冈师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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