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在高三复习阶段的习题讲评中,教师常抱怨:有的题目,学生做了错,错了教师讲,讲了学生又错,可以说是“一错再错”。那么如何改变这种现象,提高习题讲评课的效率呢?笔者结合本人在高三生物教学中的体会,总结出在遗传类习题讲评中的一些方法,如错因分析,注重技巧,一题多变、多解,试题归类等,和大家一起探讨。
In the senior high school review stage exercises commentators, teachers often complain: Some problems, the students made a mistake, the teacher said the wrong, the students are wrong, it can be said is “a mistake again.” So how to change this kind of phenomenon and improve the efficiency of the exercise of lectures? I combined with my experience in biology teaching, summed up in the genetic class of exercises in the assessment of some of the methods, such as error analysis, pay attention to skills, a changeable , Multi-solution, test classification, etc., and we discuss.