High school biological aerobic breathing teaching plan
First, the analysis of teaching materials and learning situation
Breathing is an all-time life activity of all living things in the biological world. ? Cell respiration? It's a standard experimental textbook for senior high school curriculum published by People's Education Press, and biology is compulsory 1? Molecules and Cells, Chapter 5, Energy Supply and Utilization of Cells, Section 3. Based on the experiment of "Exploring the Breathing Mode of Yeast Cells" in the first class, this section mainly teaches the knowledge content, mainly including the process of cell breathing and the application of the principle of cell breathing. The textbook first briefly introduces the concept of respiration, and then focuses on the application of aerobic respiration, anaerobic respiration and cellular respiration, laying a foundation for students to understand the process of different biological life activities. It is closely related to the structure and function of mitochondria, active transport, enzymes and ATP, which lays a good foundation for learning other life activities and laws in the future.
Cell respiration is a microscopic chemical reaction process, which may be difficult for students to understand. Teachers need to express the process of cell respiration intuitively and vividly with the help of multimedia courseware to help students understand. A remarkable feature of high school students is their strong thirst for knowledge and self-study ability. Therefore, we can try to guide students to summarize the knowledge of cell respiration, compare the two breathing methods, and improve students' ability of analysis, summary and expression.
Second, the teaching objectives
1. Knowledge target
(1) Explain the structure and function of mitochondria.
(2) Explain the concepts and processes of aerobic respiration and anaerobic respiration.
(3) Explore the application of the principle of cell respiration.
2. Ability objectives
(1) By comparing the concepts and processes of aerobic respiration and anaerobic respiration, cultivate the ability of inductive analysis and comparison.
(2) Cultivate students' ability to actively understand new knowledge by watching multimedia presentations and discussing with teachers.
(3) Cultivate students' ability to connect with life and production practice.
3. Emotions, attitudes and values
(1) Understand life activities by analyzing the relationship between aerobic respiration and anaerobic respiration.
(2) Cultivate the consciousness of caring about the development of science and technology and social life and the values of life science by connecting with the reality of production and life.
Third, the focus and difficulty of teaching
1. teaching focus: (1) the process, place, conditions and products of aerobic respiration and anaerobic respiration;
(2) The application of the principle of cell respiration in real life;
Explain the breakthrough with multimedia courseware demonstration and life examples.
2. Teaching difficulties: the process, place and products of aerobic respiration and anaerobic respiration.
Guide students through multimedia courseware demonstration and inspire students to think about contact points and differences through comparison.
Fourth, teaching ideas
Multimedia Demonstration Last class, we discussed the ways of yeast cell respiration, and asked students to summarize two ways of cell respiration: aerobic respiration and anaerobic respiration-the teacher taught the concept of cell respiration and introduced the types of cell respiration. Multimedia demonstrates the process of aerobic respiration, students observe, discuss and summarize the concept of aerobic respiration, multimedia demonstrates the process of anaerobic respiration, students observe, discuss and summarize the concept of anaerobic respiration, teachers and students sum up the differences and connections between aerobic respiration and anaerobic respiration, multimedia demonstrates the application of cell respiration principle in actual production and life, and teachers summarize application examples? Summarize the consolidation exercises and pave the way for the next section.
Verb (abbreviation of verb) teaching resources
1, textbook standard experimental textbook for senior high school 1 Molecules and Cells.
2. Multimedia uses computers to find information related to cell respiration, such as pictures, and make PPT.
Teaching process of biological aerobic respiration in senior high school
Teaching plan, teachers' activities, students' activities design intention
Looking back at the knowledge 1, we know that cell respiration can be carried out under aerobic and anaerobic conditions, but the products are different. What are the products under aerobic and anaerobic conditions?
2. Question: Is the respiratory function of cells the same as what we usually call respiratory movement?
3. Introduce topic discussion and answer. The review of the last lesson guides students to remember the relevant results of the inquiry experiment.
Introduce the concept of cell respiration into the new curriculum.
Second, the types of cellular respiration.
Cell respiration can be divided into two categories: aerobic respiration and anaerobic respiration. For most living things, aerobic respiration is the main form of cellular respiration. Understanding the concept enables students to have a general understanding of cell respiration;
Aerobic Breathing (1) Talking about aerobic breathing
1. Aerobic breathing requires aerobic participation.
2. As a metabolic reaction in organisms, enzymes are needed.
3. When I was studying organelles, I also learned that mitochondria are the main place for aerobic respiration.
Q: What structures of mitochondria are suitable for this function? Why are mitochondria called cells? powerhouse
Play the courseware and show the schematic diagram of mitochondrial structure, showing that the enzymes related to aerobic respiration are distributed in mitochondrial matrix and intima. Think about the structure of mitochondria and recall their functions;
Help students to establish the connection between old and new knowledge, stimulate students' curiosity, and establish the basic biological point of view that structure and function are compatible.
process
Reactively guide students to read textbooks and pay attention to the changes of reactants, products and energy during aerobic breathing.
Then play an animation to explain the three stages of aerobic breathing step by step. Observe and pay attention to the changes in substance, energy and place of the reaction. Combined with animation display, the picture is vivid, highlighting key points and breaking through difficulties.
Compare the three stages of aerobic respiration. Compare the three stages with the table. What are their similarities and differences? Fill in the form and analyze the relationship between reaction products in each stage, deepen students' understanding of the three stages of aerobic breathing, and deeply analyze the relationship between matter and energy change.
Life examples of energy combined with aerobic respiration to release energy
1. Cars need to burn gasoline to provide energy (Figure);
2. Fireflies need ATP produced by aerobic respiration to provide energy (video).
Description: energy conversion of 1 mol glucose after complete oxidative decomposition in organism.
Show the conversion rate of energy in the form of pie chart, and illustrate its utilization with pictures. Understand the energy and transformation of aerobic breathing process.
Understand that breathing provides an energy source for the life activities of the body;
Explain clearly the approximate proportion and use of energy conversion with pie chart.
Summary of aerobic respiration helps students to consolidate the reaction process of aerobic respiration in the form of jingles.
? The first stage, sugar turns sour; In the second stage, water is mixed, you stir, I stir, and bubbles CO2 are emitted. In the third stage, hydrogen and oxygen meet and become pure water to keep out the cold in spring. ?
It is required to master the main parts of aerobic respiration, the writing of total reaction and the direction of energy. Understand the meaning of jingle expression and summarize the main contents of aerobic breathing in time. In the form of jingle, cultivate students' interest in learning biology and form a good study habit of consolidating what they have learned in time.
lead into/introduce
Discussion on Stimulating Students' Interest by Playing Folk Brewing Anaerobic Breathing Video
place
process
The reaction equation refers to the learning of aerobic breathing process, and the reaction equation and reaction position of each stage of anaerobic breathing are obtained.
Read the text, observe and summarize the analysis, and let students pay attention to the difference between anaerobic respiration and aerobic respiration and the products of the second stage.
concept
Energy guides students to refer to the concept of aerobic respiration, summarize the concept of anaerobic respiration, and try to mark the key words.
Problem discussion: Compared with aerobic respiration, it also decomposes glucose. Why does anaerobic breathing only release a small amount of energy? Students discuss and summarize the concept of anaerobic respiration.
Think about problems and cultivate students' ability of analysis and induction;
Guide students to ask questions in the process of learning new knowledge and strengthen the connection between knowledge points.
Anaerobic respiration summarizes the reaction sites and characteristics of anaerobic respiration, and gives different examples of anaerobic respiratory products of different organisms. Summarize the characteristics of anaerobic respiration and cultivate students' ability to summarize and refine knowledge points.
The comparison between aerobic respiration and anaerobic respiration shows the corresponding table, which shows the differences (reaction place, reaction conditions, reaction products, energy release) and connections between aerobic respiration and anaerobic respiration.
Reveal the essence of cell respiration: decompose organic matter and release energy. Discuss and complete the ability to use comparison and induction in table manners.
Through the analysis of the principle of cell respiration, the principle and essence of cell respiration are obtained. Understand the relationship between the concepts of cellular respiration, so that students can understand the principle of respiration.
Principle of cellular respiration
Objective to analyze the phenomenon in production practice by using the principle of cell respiration.
1. Agricultural production: dry land, etc.
2. Grain storage and preservation of fruits and vegetables: the principle of low temperature storage combined with cell respiration is used to analyze life phenomena. Let students understand the principle and application of biological alienation.
Summarize the contents of this section to understand the students' mastery of learning. Students do exercises to find out their knowledge.
Lay the groundwork for the next class. Question: Some people say that cell respiration and photosynthesis are two opposite processes. Is it reasonable? Preview the principle of photosynthesis in the next class to cultivate students' ability to explore new knowledge independently after class.
Because there are more knowledge points and more communication between teachers and students in this class, the teaching time may be a little urgent, so teachers are required to arrange teaching time reasonably and have higher ability to organize teaching.
Reflections on the Teaching of Biological Aerobic Breathing in Senior High School
Last time I listened to Teacher Li's class, I felt deeply and learned a lot. I also reflected on my own teaching work, tried to improve it, and made the classroom as much as possible? Give it back to the students, highlight their dominant position and continue to work hard? Problem driven? The teaching mode of.
The main source of ATP? What does cell respiration use? Target teaching? 、? Problem-oriented learning? And then what? Autonomous learning? This combination mode has achieved good teaching results. The main manifestations are: the classroom atmosphere is active, students' independent inquiry and problem innovation are in-depth, the interaction between students and the interaction and evaluation between teachers are fully carried out, and students' dominant position is fully reflected. This section adopts? Create scenarios, introduce new lessons to show problems, explore and guide independently, summarize innovative problems and transmit feedback? Carry out four links? Question-guided learning method? This teaching mode.
How to steam steamed bread and bake powder in family life? What is this? Why is steamed bread soft? How to make rice wine at home? Examples such as life introduce the concept of cell respiration. This section focuses on the teaching of aerobic breathing process, in addition to integrating what students fill in in the preview? Problem generation table? In addition, I designed some questions to make the questions step by step and the teaching develop gradually. Finally, I designed two tables to compare the similarities and differences of aerobic respiration, aerobic respiration and anaerobic respiration, to cultivate students' thinking ability of comparing relevant knowledge, and to master these basic knowledge to pave the way for the application of cell respiration in the next class. The whole class allows students to participate in the establishment of concepts and principles, the construction of biological knowledge structure and the solution of biological problems, which fully embodies the teaching thought of process, subjectivity and development. But it also has the following disadvantages:
There is a bipolar phenomenon in learning activities, and some students in the group are more active in thinking and initiative. And some players are not bad? Quiet? I like to be a bystander, I can't actively participate in group study, and the teacher doesn't give feedback when he asks questions in time. I think this? Question-guided learning method? Teaching mode, for a group of high-quality students, is a good mode for them to leap forward and stimulate their thinking creativity, but for another group, it needs to be adjusted. The new curriculum standard requires facing all students and promoting the all-round development of each student. Therefore, in practical teaching activities, if we want to give consideration to both, we must fully consider the comprehensive quality of the student groups and try our best to take care of students at all levels. Give more encouragement and affirmation, and give students enough confidence to participate in study and discussion.
The questions raised by students may be far away from the important and difficult points in teaching and not displayed and discussed in class. However, if these problems are ignored, it will inevitably reduce students' enthusiasm for innovation in the next teaching activities. However, it is difficult to arrange time if students are specially organized to discuss after class. It is especially regrettable that some deep-seated innovation problems have not been well handled in this class. I hope to find a better way to deal with it in the future teaching.