根据实践,笔者认为根据每个学生的学习特点选取适合的习题给予练习,可以更有效的提高学习成绩。通过让学生收集错误的课后练习题建立错题库,既可以避免学生重复作业,又能让学生针对自己的不足巩固知识。在高中生物教学中,我们常遇到这样的困惑:很多学生,一讲就懂,一做懵。教师虽然对有关知识不厌其烦地重复讲解,并对相应的习题反复训练,引导学生建构,但是学生对这些知识、题目还是不断出现错漏。通过调查,笔者发现出 According to practice, I think according to the characteristics of each student’s learning to choose the appropriate exercises to practice, you can more effectively improve academic performance. By allowing students to collect the wrong after-class exercises to create the wrong questions library, students can avoid duplication of work, but also allow students to consolidate their knowledge of their own deficiencies. In high school biology teaching, we often encounter such confusion: a lot of students, one speaks to understand, one act 懵. Although teachers repeatedly take the trouble to explain the relevant knowledge, and the corresponding exercises repeated training to guide students to construct, but the students of these knowledge, the topic is still constantly wrong. Through the investigation, I found out