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Exploring the harm of acid rain

落下壹個季節 於 2018年03月21日發表   人氣:200


Discussion on Present Situation and Countermeasures of High School Biology Experimental Teaching Design
 
Abstract: The experiment is the basis of high school biology teaching. In the experimental teaching process, the quality of experimental teaching design will directly affect the level of experimental teaching efficiency. However, from the current situation of experimental teaching, the lack of class hours, fewer experimental studies, heavy mechanization, and higher requirements for experimental standardization all lead to difficulties in the development of biological experimental teaching. The article is based on the thinking of the current situation of experimental teaching, and combined with experimental teaching put forward corresponding countermeasures.
 
Under the new curriculum reform, high school biology teaching has gradually shifted from knowledge learning to skill training. The leading role of teachers in teaching has been reflected in different ways. The subjectivity of students has also been reflected. In biology teaching, experimental teaching occupies an important position. It is the key to realize the transition from “knowledge learning” to “skill training”. To ensure the improvement of experimental teaching efficiency, experimental teaching design is the foundation. Therefore, according to the current situation of experimental teaching design, thinking about the corresponding countermeasures to optimize experimental teaching design and improving the efficiency of experimental teaching is of great significance to promote the reform of high school biology teaching and promote the development of students.
 
1 Analysis of Current Situation of High School Biology Experimental Teaching
 
The major direction of the new curriculum reform is to focus on cultivating students' skills, which is reflected in the increase in experimental content in biological teaching. In the new curriculum standards, there are corresponding experimental requirements around the 10 major topics. Although this requires teachers to be freed from traditional teaching concepts and models to a certain extent, in the teaching practice, the transition of teachers and students requires a process. A large number of experiments made teachers unprepared, and students could not adapt quickly to the changes in teachers' teaching. In addition, some teachers blindly followed the trend, leading to the formalization of experimental teaching. Students not only did not learn the knowledge, but the skills training became a slogan. The school also appeared to demonstrate the experiment instead of student hands-on phenomenon. It must be said that there is a certain contradiction between the increase in experimental content and the adaptability of teachers and the hours of classes.
 
Second, China’s education continues to be a feudal model of education for thousands of years. It focuses on knowledge and skills. In traditional experimental teaching, teachers emphasize experimental results and despise the process. The new curriculum standard requires teachers to repeat the process. In this transition, teachers lack In experimental teaching research, experiments are often used as a performance show. In some classrooms, experiments are not designed to develop students' skills, but to complete tasks, ensure the rate of opening, and falsifications occur from time to time. Others still have problems. Stay on the process of focusing on results.
 
From the point of view of the students, the new curriculum standard requires a higher standard of experimentation. It requires students not only to understand basic experimental principles, but also to require students to correctly experiment, observe phenomena in experiments, and reach conclusions through phenomena. Take the experimental teaching requirement of “observing the basic structure of cells” as an example. First, teachers should guide students in clarifying the purpose of experimentation; selecting experimental equipment, involving more experimental equipment in the experiment, each teacher needs to instruct students to select one by one. It is used correctly; in the experimental procedure, the students need to do it carefully and carefully from the reference drawing to the microscope to the microscopic observation of the temporary or permanent film. In the experiment, the teacher not only organizes the students to observe the experimental phenomenon. To discuss the experimental process, to understand the basic structure of the cell, it is also necessary to grasp the differences in the structure of the plant and animal cells. However, from the point of view of class hours and students, there is still a long way to go to meet the requirements of the new curriculum standard. This makes it difficult for teachers to overcome difficulties between the traditional and new curriculum standards.
 
2 Optimizing the Design of Biological Experiment Teaching Design
 
First of all, we must clarify the objectives of experimental teaching. In past teaching, it is not difficult to find that teachers take students to do experiments in class. When the experiment is over, students do not know the goal of the experiment. Therefore, the efficiency of experimental teaching is relatively low. The goal of the experiment is to make students "sure that they are in the know" and to verify through experiments whether they have achieved the goal. Therefore, in the experimental teaching design, teachers should first clarify the experimental goals to the students. For example, in the experimental teaching of “modeling the structure of the small intestine wall”, before the experiment, the teacher should clearly explain to the students “by making the model of the small intestine wall structure, understand the structural features of the small intestine”, and then after the student's experiment to understand whether the small intestine The structural features to examine the experimental process.
 
Secondly, with regard to experimental preparation, many teachers in the past were fully prepared before the experiment, but they neglected students' preparation before the experiment. As a result, in the course of the experiment, as soon as a problem is encountered, the student will put the focus of thinking on In many directions, sometimes the teacher occupies the experiment time in order to explain and experiment with the relevant knowledge to the student, and the experimental result is affected. Take the experimental teaching of “” as an example. Before the experiment, teachers should guide students to understand the composition, ph value, and formation process of acid rain, and the selected wheat seeds also meet the requirements. In this way, the experiment can be conducted smoothly. Again in the experiment of “simulating ‘blood form identification’”, if students do not understand the knowledge of “serum, blood type, and blood transfusion” before the experiment, there will be many problems in the experiment, which will naturally affect the experiment.
 
For experimental organization management, the focus must be on group management. For a class, teachers can only adjust and organize as a whole, and in many cases cannot penetrate into each student. At this time, the role of the group leader is revealed. Moreover, some experimental periods are long, not one or two days, and they are not necessarily completed in the laboratory of the school. At this time, whether or not the group has been completed according to experimental requirements requires teachers to fully play their role. Let the team form a synergy and earnestly experiment in order to obtain experimental conclusions.

 


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