Typical Errors and Solving Strategies in Biology Test in College Entrance Examination
Volume 8, Issue 6, November 2019, Pages: 327-331
Received: Oct. 20, 2019;
Accepted: Nov. 18, 2019;
Published: Nov. 27, 2019
Views 283 Downloads 95
Shao Danwei, Senior High School, Ningbo Binhai International Cooperative School, Ningbo, China
Lin Yu, Senior High School, Ningbo Binhai International Cooperative School, Ningbo, China; Science Experimental Class, Institute of Science and Technology, Chinese University of Hong Kong, Shenzhen, China
Follow on us
Errors are inevitable by-products of learning. Resource utilization of errors was to turn this raw material into the education resource. We transformed them by the observation, analysis, discussion, exploration and some other activities among teachers and students. However, according to the current papers concerning this field, we did have many problems. This essay gathered big data of 2228 students who took simulative biology exam in the New College Entrance Examination in March 2017, organized by Ningbo Education Bureau. This essay try to accurately analyze, classify and locate all kinds of errors made by students, and put forward relevant methods and strategies dealing with different types of errors. Mainly analyzing the scores and typical errors, this essay divided the common errors students made in biology exam into three types: reviewing errors, knowledge errors and thinking errors. And the knowledge errors were divided into conceptual errors, applicatory errors and inquiry errors. Aiming at these three error types as well as group errors, this essay put forward relevant solutions. Teachers should judge, screen, sort out and refine these errors tactfully, and make efforts to design targeted and tailored solutions. Students may make a variety of mistakes of diverse types or natures; therefore, teachers should deal with them with different priorities and methods.
High School Biology, Types of Errors, Solving Strategies
To cite this article
Typical Errors and Solving Strategies in Biology Test in College Entrance Examination, Education Journal.
Vol. 8, No. 6,
2019, pp. 327-331.
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Zhu xiaoman, “New encyclopedia of Chinese teachers,” Beijing: China encyclopedia press, 2002, pp. 484.
Ye LAN, “New Basic Education" -- exploration and understanding of school reform in contemporary China, Beijing: education science press, 2006, pp. 56.
Ministry of Education, PRC, “the Curriculum Standards for Common High School Biology (2017 edition),” Beijing: people's education press, 2017.
Hua yinglong, “Listening to the real voice of children's thinking: my Resource utilization of errors education concept,” vol. 2. People's education, 2010, pp. 43-46.
Zhang kangkang, hu yangyang, The way of science teaching in China to get out of the thought of “question sea tactics”. vol. 36 (02). Educational theory and practice, 2016, pp. 57-59.
Wang ruiqin. Some understandings on effective teaching of high school biology. vol. 11. China external education, 2018, pp. 129.
Teng jingjing, “Analysis of metabolic learning isomerism in senior high school,” jinan: Shandong Normal University.
Wang jinfa, “Cell biology,” Beijing: science press, 2003, pp. 5-7.
Yu han. Never forget the original intention to promote the reform of the New College Entrance Examination. vol. 3. Higher education research in China, 2018, pp. 17-23.
Shao danwei. Middle school science examination, vol. 2, 2005, pp. 51-52.
Zhejiang education examination institute. “Zhejiang province general high school achievement level examination and college entrance examination standard.,” Hangzhou: Zhejiang photography press, 2016, pp. 129.
(U.S.A.) Alton Biggs, etc. Editor, Translated by Liao sumei etc., “Discoverer of science: Biology·The Dynamics of Life,” Hangzhou: zhejiang education press, 2008, pp. 26.
Ministry of Education, PRC, “the Curriculum Standards for Common High School Biology (experiments),” Beijing: people's education press, 2003, pp. 43-44.
Liang yanying. Case analysis of management strategy of wrong questions in high school biology under metacognitive monitoring theory. vol. 8. Biology teaching in high school, 2018, pp. 2-33.
(UK) Paul Ernest. Translated by qi jianhua, “Philosophy of mathematics education,” Shanghai: Shanghai education press, 1998.