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.
| Published in | Education Journal (Volume 8, Issue 6) |
| DOI | 10.11648/j.edu.20190806.23 |
| Page(s) | 327-331 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
High School Biology, Types of Errors, Solving Strategies
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APA Style
Shao Danwei, Lin Yu. (2019). Typical Errors and Solving Strategies in Biology Test in College Entrance Examination. Education Journal, 8(6), 327-331. https://doi.org/10.11648/j.edu.20190806.23
ACS Style
Shao Danwei; Lin Yu. Typical Errors and Solving Strategies in Biology Test in College Entrance Examination. Educ. J. 2019, 8(6), 327-331. doi: 10.11648/j.edu.20190806.23
AMA Style
Shao Danwei, Lin Yu. Typical Errors and Solving Strategies in Biology Test in College Entrance Examination. Educ J. 2019;8(6):327-331. doi: 10.11648/j.edu.20190806.23
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Download@article{10.11648/j.edu.20190806.23,
author = {Shao Danwei and Lin Yu},
title = {Typical Errors and Solving Strategies in Biology Test in College Entrance Examination},
journal = {Education Journal},
volume = {8},
number = {6},
pages = {327-331},
doi = {10.11648/j.edu.20190806.23},
url = {https://doi.org/10.11648/j.edu.20190806.23},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190806.23},
abstract = {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.},
year = {2019}
}
TY - JOUR T1 - Typical Errors and Solving Strategies in Biology Test in College Entrance Examination AU - Shao Danwei AU - Lin Yu Y1 - 2019/11/27 PY - 2019 N1 - https://doi.org/10.11648/j.edu.20190806.23 DO - 10.11648/j.edu.20190806.23 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 327 EP - 331 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20190806.23 AB - 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. VL - 8 IS - 6 ER -
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