First of all, talk about textbooks.
This lesson is selected from the second section of Chapter 4 of Compulsory Biology 1 People's Education Press. The main contents include the process of scientists' exploration of cell membrane structure and the basic content of biofilm fluid mosaic model. The fourth chapter has three sections. The first section mainly explains that cell membrane is a selective osmosis membrane, why is it selective osmosis? Functional adaptation structure, we enter the second section to discuss the membrane structure. The second section is the learning basis of the third section "Transmembrane Transport Mode of Substances". Therefore, this lesson plays a connecting role in the fourth chapter. Through the infiltration of the history of science, we realize that scientific research is a long process of continuous exploration and improvement.
Second, talk about learning.
The students in this class are freshmen. Through the study in the previous chapters, they have gained some knowledge about compounds, cell membranes and biofilm system. On this premise, we can learn the content of this lesson in a simple way. In junior high school, I have learned the knowledge of related biology subjects, mastered the learning methods of biology subjects, and agreed with the biological viewpoint that biological structure determines function.
Based on the above analysis, combined with the requirements of the new curriculum standards for the diversification of teaching objectives, I will determine the following teaching objectives:
Third, the teaching objectives
Knowledge target
Expound the general law of scientific discovery.
The basic content of biomembrane fluid mosaic model is briefly described.
capability goal
Cultivate the ability to analyze, question, explore and cooperate.
Enhance hands-on operation ability and scientific inquiry ability.
Emotional attitudes and values goals
Recognize that scientific research is a long process of continuous exploration and improvement.
Establish a biological viewpoint that biological structure and function are compatible.
Fourthly, the difficulties in teaching.
focus
Understand the basic content of biofilm fluid mosaic model.
difficulty
In the process of establishing biofilm model, the view that osmotic structure and function are compatible.
Verb (abbreviation for verb) talks about teaching methods.
teaching method
Through teaching, discussion, question-and-answer and other teaching methods, the classroom model of induced inquiry is established, which makes several experiments in the process of discovery become inquiry experiments, guides students to experience the whole process of scientists discovering and exploring truth, and then better grasps scientific methods and understands scientific contents.
learning method
In this course, students use the resources provided by textbooks and courseware to think, and on this basis, they integrate inquiry learning, independent inquiry, group cooperative learning and other methods to complete the model construction.
2. Example of lecture notes in the second volume of senior two biology.
First of all, talk about textbooks.
(A) the status and role of teaching materials:
Cell proliferation is a module of high school biology (compulsory) 1 molecules and cells in PEP. This section is divided into two sections. The content of my lecture today is the first lesson, which is mainly about learning the concept of cell cycle and the process and significance of silk XX. The study in this chapter is the process of students' understanding of the emergence, development and demise of the cellular life system after learning the material composition, structure and function of the cellular life system in the previous chapters. Therefore, the study of this chapter needs to be based on the previous chapters. In addition, the concepts of cell proliferation, cell XX, cell cycle and filariasis XX in Compulsory 2 are closely related to the content of meiosis XX. At the same time, filariasis XX, as a basic way of cell XX, is the basis for students to learn meiosis XX and genetic laws in the future, and it is also an important basis for learning DNA replication and genetic information transmission.
(B) Teaching objectives
Knowledge goal:
Simulate and explore the relationship between cell size and material transport, and explore the reason why cells can't grow indefinitely.
Briefly describe the periodicity of cell growth and proliferation.
Summarize the process of filariasis XX and the important characteristics of each stage, especially the changes of DNA and chromosome laws.
Ability goal:
Try to use the method of simulation experiment to make scientific exploration.
With the help of silk XX craft drawing and the combination of graphics and text, students' ability to read drawings and think in images is cultivated.
By constructing chromosome models in groups, students' hands-on operation ability and cooperation ability are cultivated.
By describing the changing law of DNA and chromosome number with graphics, students' ability to analyze problems is cultivated.
Emotional goals:
Through the experimental operation, we can cultivate students' scientific attitude and spirit of seeking truth from facts and being meticulous.
By analyzing the experimental data and discussing the experimental results, students' critical thinking ability is cultivated.
By studying the process of cell proliferation, we can establish a scientific view of biological evolution and a dialectical materialist world view.
(3) Teaching emphases and difficulties
Teaching focus
Periodicity of cell growth and proliferation.
(The changes of chromosome behavior and quantity, as well as the changes of DNA quantity in the process of silk XX in eukaryotic cells.
Teaching difficulties
Relationship between the ratio of cell surface area to volume and material transport efficiency.
(The changes of chromosome behavior and quantity, as well as the changes of DNA quantity in the process of silk XX in eukaryotic cells.
Key and difficult breakthrough strategies:
By observing and making chromosome models, designing simulation experiments and making dynamic multimedia courseware, abstract problems are concretized and visualized, and complex problems are simplified.
Make up a jingle (such as the disappearance of membrane nucleus and the appearance of diploid) to help students remember the behavior of chromosomes in various stages of filariasis.
Visualize the changes of DNA and chromosome number in the process of filariasis XX with graphics, so as to overcome the difficulties.
Second, oral teaching methods
Analysis of learning situation
Compared with junior high school, senior high school students' abstract thinking and comprehensive thinking ability have developed greatly, but they are still immature and have formed better learning autonomy and initiative.
Students learned in junior high school that "cells produce new cells through XX", but the understanding of XX is still very simple. Generally speaking, students have little basic knowledge of biology. We should make full use of students' study of cell structure and function in the first five chapters, and start with cultivating students' interest to arouse their enthusiasm.
Teaching method design
This part of the content is theoretical and abstract, so I will ask students to prepare well before class.
Inquiry teaching method: Through simulation experiments, students are guided to use mathematical knowledge and comparative reasoning to analyze experimental data, and the results of simulation experiments are transferred to real cells by association method. -adopt "inquiry-discovery"
Intuitive teaching method: through multimedia-assisted teaching, the intuition of teaching is enhanced, so that students can better rise from perceptual knowledge to rational knowledge.
Model teaching method: using self-made physical models and mathematical models such as chromosomes, describing the law of quantitative change with curves and highlighting key points with charts.
Third, theoretical study.
In the classroom, self-study, discussion, induction and model construction are used to stimulate students to think actively, explore knowledge actively, better understand and master important and difficult knowledge, and implement teaching objectives.
Fourth, talk about the teaching process
Introduction: Introduce biological problems through pictures and daily life phenomena, create problem scenarios according to students' existing knowledge level, and discuss, "Compared with mice, elephants are very big. Are the cells that make up elephants particularly big? Why can creatures grow up from childhood? " And other reasons.
Summary: The growth of organisms includes: cell growth-increasing cell volume and cell proliferation-increasing cell number.
Question: Why are most living things made up of many small cells instead of a few large cells? Why can't cells keep growing to form large single-celled organisms?
Design intention: through discussion, let students think deeply, cultivate a questioning and realistic attitude, fully mobilize students' enthusiasm and stimulate students' interest in inquiry.
3. Example of lecture notes in the second volume of senior two biology.
Judges and teachers:
Hello everyone!
The topic of my speech today is compulsory biology 2 in senior high school, chapter 2, section 1, meiosis XX and fertilization, section 1, meiosis XX, section 1, the process of sperm formation. Next, I will talk about this lesson from the following aspects.
First of all, talk about textbooks.
The position and function of teaching materials
This part of meiosis XX is not only the key content of the second chapter, but also one of the key contents of the whole book. It is based on the knowledge of cytology, chromosome, silk XX and reproductive species in junior high school. Through learning, students can fully understand the type, essence and significance of cell XX, and lay a cytological foundation for future learning about genetic variation and biological evolution.
Teaching objectives
Knowledge goal: to master the concept of meixx and the process of sperm formation; Understand the significance of meiosis XX and fertilization.
(Ability goal: To cultivate students' ability to read and draw pictures, compare, analyze and summarize by observing the behavior changes of chromosomes during meiosis XX.
(moral education goal: by learning the significance of restoring XX and fertilization, deepen the understanding of the changing law of things themselves and cultivate the viewpoint of unity of opposites and development and change.
Teaching Emphasis, Difficulties and Determination Basis
Teaching emphasis: the concept of meiosis XX and the process of sperm formation.
(Teaching difficulties: simulating chromosome changes during meiosis XX; Compare the similarities and differences of sperm and egg cell formation. Observe the meiosis XX of locust spermatocytes.
Teaching material processing
According to the difficulty of the textbook and the actual situation of the students, I will arrange two classes in this section. The first lesson is to learn the concept of meiosis XX, the process of sperm formation, the significance of meiosis XX and fertilization. In the second class, I studied the process of egg formation and compared the similarities and differences between meiosis XX and filariasis XX. This paper mainly explains the teaching method and process of the first class.
Second, the method of speaking and learning
Because this section of knowledge is abstract and difficult to understand, teachers should combine reading, thinking, observation and discussion to carry out learning activities and pay attention to the guidance of students' learning methods. In particular, we should guide students to learn to read textbooks, learn to read and analyze pictures correctly, and then draw pictures, and guide students to understand and consolidate them by using the methods of comparison and integration with reality. Make students' learning process and cognitive process unified as a whole.
Third, oral teaching methods
In classroom teaching, under the guidance of teachers, students should be properly induced to master knowledge through their own learning, so as to combine guidance with learning, give full play to students' enthusiasm, initiative and creativity, cultivate students' learning ability and improve teaching efficiency.
4. Example of lecture notes in the second volume of senior two biology.
First, the handling of teaching materials
According to the requirements of the new curriculum standard, the span of knowledge and the cognitive level of students, I have increased or decreased the content of the textbook. For example:
Second, the choice of teaching strategies
(A use of simulation activities to enhance students' life experience.
Students have some life experience about the biological phenomena corresponding to this part of knowledge in textbooks, but they lack in-depth thinking about this experience. Therefore, thinking and cognition in the process of further strengthening this experience, so that knowledge comes from students' life experience and from students' thinking and exploration, will help to improve students' interest, fully mobilize students' existing knowledge, cultivate students' various abilities, and also help to realize the integration of theoretical knowledge and real life.
(2) Organize students to explore knowledge and form new knowledge.
Starting with students' life experience, I use cases and other forms to create situations to present problems, so that students can find, analyze and solve problems in the process of independent exploration and cooperation, and actively construct knowledge in the process of analyzing and solving problems.
In the process of guiding students to think and experience problems, students can gradually learn how to analyze and solve problems. This is not only conducive to the development of students' innovative thinking ability such as understanding, analysis, generalization and imagination, but also conducive to the improvement of students' practical ability such as expression, hands-on and cooperation, promoting students' all-round development and striving to achieve the goal of paying equal attention to teaching process and teaching results, knowledge and ability.
It is precisely because these understandings come from students' own experiences that students not only "understand" but also "believe". Recognizing these viewpoints from the heart, and then actively internalizing their emotions, attitudes and values, and integrating them into practical activities, will help to realize the unity of knowledge, practice and trust.
End:
Leaders and teachers, in this class, according to the psychological characteristics and cognitive rules of sophomores, I adopt the teaching methods of intuitive teaching and activity inquiry, with "teachers as the leading factor, students as the main body", students' "learning" as the basis, teachers' "guidance", focusing on learning methods, allowing students to explore independently and actively participate in the whole thinking process of knowledge formation, so that students can improve themselves in a positive and happy classroom atmosphere.
My speech is over, thank you.
5. Example of lecture notes in the second volume of senior two biology.
Good morning, teachers. Today, I said that the content of the class is "Transmembrane Transport Mode of Substances". This lesson is the fourth chapter of the new curriculum textbook. Although knowledge is abstract, it is not difficult to master. Through the study of this lesson, students' ability to ask and solve problems, as well as their ability to interpret chart data can be further improved.
For this lesson, I will analyze it from six aspects: "teaching material analysis, learning situation analysis, teaching methods, teaching process, feedback exercises, summary and reflection".
I. teaching material analysis
1. The position and function of teaching materials
The trans-membrane transport mode of substances is the content of the third section of chapter 4 required by People's Education Publishing House. The third chapter of this unit introduces the chemical composition, structure and general function of cell membrane. This section focuses on the important function of cell membrane to control the entry and exit of substances, including the way of small molecules or ions entering and leaving the cell and the way of large molecules entering and leaving the cell. By exploring several modes of transmembrane transport and expressing the laws and characteristics of the three modes with mathematical coordinates, students' ability to interpret chart data, that is, information, is cultivated. This part of the content is related to the "synthesis and transport of secreted proteins" learned before, and it is also a good evidence of biofilm fluidity. It is of great significance for students to understand that cells are basic life systems.
2. Teaching objectives
According to the requirements of the syllabus and the specific content of the textbook, combined with the cognitive structure, psychological characteristics and existing knowledge level of XX students, the following teaching objectives have been formulated:
(1) Knowledge and skill objectives
A can illustrate the types and characteristics of trans-membrane transport modes of substances.
B. correctly interpret the coordinate data chart.
(2) Emotional attitudes and values
The emotional attitude and values of this plate are not obvious, and it mainly emphasizes positive thinking and initiative.
3. Teaching emphases and difficulties
According to the new curriculum standards of XX, on the basis of in-depth understanding of teaching materials, the following teaching priorities and difficulties are determined:
Teaching emphasis: the way of material entering and leaving cells
Teaching difficulty: active transportation
4. Class schedule: 1 class.
Second, the analysis of learning situation
The teaching object of this section is XX students. In junior high school, students' understanding of material exchange is still very superficial. Through the study in the previous chapters, students have mastered the structure of cell membrane, the basic examples of transmembrane transport of water molecules, the knowledge of diversity in protein, and laid a cognitive foundation for learning new knowledge. And also has a certain cognitive ability, the purpose, continuity and logic of thinking have also been initially established, and can think independently, ask questions about life phenomena and find solutions through various channels. At the same time, after the previous stage of new curriculum study, they have the ability to discuss in groups and boldly express their ideas and theoretical basis. I am passionate about exploring things, but I often lack rational thinking about the purpose and process of exploration and the formation of conclusions, which requires the guidance of teachers.
In order to clarify the importance and difficulties of the textbook and enable students to achieve the teaching objectives set in this section, I will talk about the teaching methods and learning methods again:
Third, teaching methods.
According to the above analysis of teaching materials and students, this section adopts the following teaching methods and learning methods to break through the teaching difficulties:
Teaching methods: The teaching methods of this class are teacher-led, students' autonomy, cooperation and discussion. The general idea is: show phenomena → ask questions → explain principles → summarize concepts, so that students can comprehensively use the skills of "observing, describing, comparing, summarizing, analyzing and explaining charts" mentioned in the curriculum standards, with multimedia-assisted teaching.
Learning method: Active transportation is the teaching difficulty of this course. To master this point, it is necessary to let students find out the main differences between passive transportation and active transportation through comparative study and observation and discussion.