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在生物教学过程中,我曾经多次遇到这样的问题,有些考查生物基础知识应用的习题,对学生来说是一听就会,一做就错,遇到这类习题,纠错也成了我的心结。尽管对这类易错题每次都详细分析出错原因,更正解题思路,强化解题方法,最后要求学生记入错题笔记,可下次再做同样的习题时有些同学还是同样出错,甚至是多次纠错,多次出错。对这些学生可以说是反反复复纠错误,重重叠叠错此处。这一现象引起我的反思:究竟怎样的纠错才能达到理想的效果呢?
In the process of biological teaching, I have encountered such problems many times. Some of the exercises for examining the application of basic biological knowledge are one to the students, My heart knot. Although each of these error-prone problems a detailed analysis of the causes of the error, correct the problem-solving ideas, to strengthen the problem-solving method, and finally require students to record the wrong note, the next time you can do the same exercises some students still make the same mistake, or even Multiple error correction, many mistakes. It can be said to these students that mistakes are repeated over and over again. This phenomenon caused my reflection: what kind of error correction can achieve the desired effect?