1.
Let's talk about textbooks first. This chapter is the fifth chapter of compulsory biology 3 in senior high school. The previous chapter is population and community, which is the learning basis of this chapter. Usually, students will also be exposed to some artificial ecosystems, such as urban ecosystems, farmland ecosystems, orchard ecosystems and so on. Therefore, the learning process in this chapter is not only the process of explaining the existing experience, but also the process of building new concepts on the basis of the existing experience.
Second, talk about teaching objectives.
In this section, we should not only review and consolidate the original experience, but also construct new concepts to improve students' ability to construct conceptual models. So the goal is:
1. Define what an ecosystem is.
2. Discuss the structure of ecosystem.
3. The city has constructed the structural model of the ecosystem.
Third, talk about the key points and difficulties in teaching.
The abstract thinking ability of building a model requires a lot of teaching, but it is also a good way to improve students' generalization ability and cultivate a global view. Therefore, the key and difficult point of this section is the establishment, analysis and understanding of ecosystem structure model.
Fourth, talk about teaching methods.
Question-learning-trying-discussing-modifying-completing the construction
The establishment of ecosystem structure model is the teaching focus of this section, so the above teaching methods are adopted.
Fifth, talk about the teaching process.
1. Introduction: Review population and community, introduce the concept of ecosystem, and establish the model of their relationship.
2. The structure of ecosystem:
(1) List and analyze the connections and differences of the components in Figure 5- 1.
(2) Establish the model of the relationship between the four components of the ecosystem.
3. Food chain and food web.
Students analyze and exchange methods to calculate the food chain.
The focus is on the establishment of methods, and finally the teacher points out the matters needing attention, such as
(1) The difference between the third-level consumers and the third-level nutrition.
The starting point of the food chain is producers, and the focus is on consumers who are not preyed.
③ The interspecific relationship of organisms will overlap, such as both predation and competition.
④ An organism may occupy multiple trophic levels, and so on.
2. Lecture Notes on the Second Volume of Biology in Senior One.
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 got a certain understanding of "compound", "cell membrane" and "biofilm system". On this premise, we can learn the content of this lesson in a simple way and go deep at different levels. 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
1 expounds the general law of scientific discovery.
2. Briefly describe the basic content of the fluid mosaic model of biofilm.
capability goal
1 Cultivate the ability of analysis, questioning, exploration, cooperation and communication.
2. Enhance hands-on operation ability and scientific inquiry ability.
Emotional attitudes and values goals
1 agree that scientific research is a long process of continuous exploration and improvement.
2. Establish a biological viewpoint that the biological structure is compatible with the function.
Fourth, 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.
1 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.
2 learning methods
In this course, students use the resources provided by textbooks and courseware to think, and on this basis, comprehensive inquiry learning, independent inquiry group cooperative learning and other methods are used to complete the model construction.
3. Lecture Notes on the Second Volume of Biology in Senior One.
First, the teaching objectives
1, knowledge target:
Teach the idea and method of "control experiment" to understand the characteristics of enzyme, enzymatic reaction and the factors affecting enzymatic reaction.
2, ability goal:
Guide students to experience the general cognitive law of "practice-theory-practice"; Cultivate students' experimental exploration ability and improve students' ability to find, analyze and solve problems.
3, emotional goals:
Reflect students' dominant position; Show the charm of biology and stimulate interest in biology; Cultivate the scientific attitude of integrating theory with practice, experimental inquiry ability and innovative consciousness.
Second, the teaching content
(1) position, function and significance
What we are going to learn in this course is enzymes and enzymatic reactions, which are necessary knowledge for studying physiological activities such as photosynthesis and respiration.
After learning the chemical composition of cells, the structure and function of cells (1) and the knowledge of ATP, students learn the role of enzymes in metabolism, which further strengthens the internal relationship between the former knowledge and the latter knowledge, and it is of great significance for students to understand the essence of metabolism.
(2) Key points and difficulties
Key points:
The Basic Idea of Experiencing Controlled Experiments
Using the intuition of experimental exploration and experimental phenomena, we can understand the chemical properties, characteristics, effects on enzymatic reactions, application of enzymes and other fields.
Difficulties:
Experimental study on enzyme characteristics
Learn to analyze the influence of various factors on enzymatic reaction.
(3) Layout characteristics
1, concise and clear
The knowledge introduction of Enzymes and Enzymatic Reactions is concise and easy to understand.
The purposes of "learning by doing", "project research", "seeing society", "evaluation guide" and "broadening horizons" are very clear.
2. Pay attention to inquiry
Combination of knowing and doing
The combination of knowledge and brain
3. Rich graph groups
Combination of experimental diagram, knowledge diagram and physical diagram
Third, the teaching object.
Knowledge and experience
1, students have a certain knowledge of biology and a basic knowledge of chemical experiments.
2. We studied the chemical composition, structure and function of cells, and conducted biological experiments such as identification of reducing sugar, fat and protein.
Learning methods and skills
1. Students have learning methods such as reading, cooperative learning and experimental inquiry.
2. Students have the basic knowledge of experimental inquiry.
(3) development and improvement
1, cultivate hands-on ability and improve experimental design skills.
2. Cultivate analytical ability and improve knowledge application ability.
Fourth, teaching strategies.
(A) the design concept
1. Thinking method: Based on constructivism learning theory.
Knowledge presentation, scenario creation, independent cooperation and knowledge construction.
2. Process method: reflecting students' subjective consciousness and teachers' leading role.
Topic introduction, students' reading, scheme discussion, students' inquiry, experimental analysis.
3. Cognitive method: reflecting the cognitive law.
Perceptual cognition to rational cognition
Summary of design thought: under the guidance of constructivism theory, knowledge presentation and scene creation are realized through the introduction of charts, students' reading of textbooks and questions; The discussion of inquiry scheme stimulates students' thirst for knowledge while further creating scenarios, and then leads to students' independent and cooperative inquiry learning; Recording, analyzing and discussing experimental phenomena, analyzing cases and other activities can achieve the purpose of constructing knowledge meaning; Students realize the sublimation of perceptual knowledge and rational knowledge in the whole learning activity, which embodies the students' dominant position. Teachers' guiding questions, experimental scheme discussion, inquiry result analysis and case analysis reflect the leading role in the whole learning process.
(2) Methods and means
Teaching methods: heuristic explanation, interactive discussion, experimental exploration, analysis and induction.
2. Selection and application of media: experimental methods and multimedia-assisted teaching.
4. Lecture Notes on the Second Volume of Biology in Senior One.
What I'm going to talk about today is the content of the third section of the second chapter of the biology textbook published by People's Education Press (1), "the carrier of genetic information-nucleic acid". Next, I will talk about this lesson from the following aspects. Textbook analysis
"The Carrier of Genetic Information-Nucleic Acid" is one of the key contents in the second chapter of the standard experimental textbook Biology Compulsory 1 Molecules and Cells for senior high schools. This section mainly includes the distribution of nucleic acids in cells (experiment: observing the distribution of DNA and RNA in cells) and the fact that nucleic acids are long chains connected by nucleotides. Nucleic acid is the genetic material of all living things, which plays an extremely important role in the genetic variation of living things and the biosynthesis of protein. The content of this section is also an important basis for learning the "Nature and Expression of Genes" in Biology Compulsory 2-Inheritance and Evolution.
Teaching objectives
Knowledge goal: tell the types of nucleic acids and briefly describe the structure and function of nucleic acids.
Ability Objective: To observe the distribution of DNA and RNA in human oral epithelial cells by specific staining.
Emotional attitude and values goal: to identify with the materiality of life and the unity of material composition in the biological world.
Teaching emphases and difficulties
Teaching emphasis: the structure and function of nucleic acid.
Teaching difficulty: observing the distribution of DNA and RNA in cells.
Analysis of learning situation
Senior one students have certain abstract thinking ability, comprehensive thinking ability and experimental operation ability. At the same time, they are also interested in exploring the nature of life. Through the introduction of newspapers, magazines and other media, as well as the study of junior high school biology class, students have a certain understanding of nucleic acid as a carrier of genetic information, but their understanding is still superficial, and they have not reached the level of nucleic acid material structure. Therefore, students can use their own knowledge base in teaching, follow their own cognitive laws, effectively integrate new knowledge into the original knowledge network through experiments and appropriate teaching strategies, especially by strengthening intuition, thus enriching and developing their own knowledge system.
Analysis of teaching methods
"Biology Curriculum Standard for Ordinary Senior High School" advocates inquiry learning, trying to change students' learning methods, guiding students to take the initiative to participate, be willing to explore and be diligent in hands-on, gradually cultivating students' abilities of collecting and processing scientific information, acquiring new knowledge, analyzing and solving problems, communicating and cooperating, and highlighting the cultivation of innovative spirit and practical ability. Based on this idea, students are guided to learn "the carrier of genetic information-nucleic acid" through inquiry learning, and students can learn the general methods of biological science inquiry through experiments, and express it intuitively with courseware to strengthen their perceptual knowledge. In addition to cultivating students' ability according to the ability objectives set in the standard (analysis, expression, expression, judgment, reflection and modification), mathematical methods should be designed to deal with and explain them.
5. Lecture Notes on the Second Volume of Biology in Senior One.
First, teaching material analysis:
1, study topic position analysis:
The content of this lesson comes from the fifth chapter "ecosystem and its stability" and the third section "material cycle of ecosystem" in the third volume of biology published by People's Education Press. The reference period of this question is 2 hours. (including the organization and preparation of 0.5 class hour experiment)
The fifth chapter of the textbook takes the ecosystem as the main line, mainly talking about the structure, energy flow, material circulation, information transmission and stability of the ecosystem, which mainly reflects the macro-ecological content. The content of this lesson is the focus of the fifth chapter, and it is an important link to link the stability of ecosystem with energy flow, which provides a platform and foreshadows the realization of ecosystem stability.
This section deals with the forced material input and output of 1 cells, as well as the energy utilization and supply of cells.
2. Student analysis:
Students have learned the knowledge of ecosystem structure and energy flow, and have a preliminary understanding of this part. Students' understanding of ecosystem functions is easy to stay at the level of simple rote memorization, and it is difficult to establish the relationship between structure and function. Through the study in this section, we can deeply understand the relationship between ecosystem structure and function, and form the view that structure and function are compatible. By doing experiments, students are stimulated to think about some problems and explore them deeply. Help students better understand the process from organic matter to inorganic matter in the material cycle of ecosystem. According to students' existing knowledge and cognitive ability, it is basically feasible to explore this part under the guidance of teachers.
Two. Teaching objectives:
Knowledge goal:
1. Taking carbon cycle as an example, the basic law of material cycle in ecosystem is analyzed.
2. Explain the relationship between energy flow and material circulation.
Ability goal:
1. Try to explore the decomposition of soil microorganisms.
2. Study the laws of the ecosystem, and make clear which organisms occupy each link to complete the corresponding functions. When the system runs out of obstacles, find out the possible problems, so as to improve your patient and meticulous observation ability and drawing reading ability.
Emotional goals:
1. By leading students to do experiments to explore microbial decomposition, students can treat every grass and tree in nature according to ecological principles and cultivate a certain sense of team. By doing the decomposition experiment of soil microorganisms, we can deepen our understanding of the material cycle in the ecosystem and let students feel the fun of exploring problems.
2. By studying the material cycle of the ecosystem, we can know that the structure and function of the ecosystem are compatible, and the ecosystem is a unified whole composed of organisms and the environment, which are interrelated and influence each other, thus establishing the dialectical materialism view.
3. Pay attention to the relationship between carbon cycle imbalance and greenhouse effect. Understand the importance of protecting the ecological environment.
Teaching focus:
Analyze the material cycle in the ecosystem.
Teaching difficulties:
Explain the relationship between energy flow and material circulation.
Three. Teaching philosophy:
This lesson begins with "problem discussion", which is not only related to the previous one, but also starts with the difference between the law of material operation and the law of energy flow in the ecosystem to stimulate students' interest. Then, starting from students' life experience, pay attention to the source and destination of carbon. Then take the carbon cycle as an example to illustrate the material cycle. This part guides students to draw the process diagram of carbon cycle and make clear the main links and forms of carbon cycle. The "greenhouse effect" is solved by teachers guiding students to discuss. Guide students to pay attention to environmental problems. Through the preparation and analysis of inquiry experiment, we can understand the function of biology and the form of material cycle; At the same time, the principle of equal control in experimental design is consolidated again.
On the content of the relationship between energy flow and material circulation, students are guided to fully understand the main functions of these two parts through discussion and list comparison.
Four. Theoretical basis:
According to Bruner's cognitive structure learning theory, students are active explorers in the teaching process. The role of teachers is to form a situation in which students can explore independently, rather than providing ready-made knowledge. Teachers help students form rich imagination in inquiry activities, which is conducive to stimulating students' curiosity. Students are easily driven by curiosity and show strong interest in exploring unknown results.
The material cycle of ecosystem is one of the main functions of ecosystem, so only by fully understanding and mastering the structural function of ecosystem can we have a comprehensive and in-depth understanding of the dynamic balance of ecosystem; Only from a macro perspective can we understand the importance of environmental protection and biodiversity; Only by integrating theory with practice can we string the knowledge before and after this chapter into lines and networks, laying a foundation for further study and problem solving.
Teaching process design of verb (abbreviation of verb)
1, importing
Many students think that biology, like energy consumption, is constantly consuming substances. In view of this situation, this paper puts forward "problem discussion-the ecosystem relies on the sun to provide energy continuously, but all the materials in the ecosystem are provided by the earth." Why do a lot of substances needed to maintain the ecosystem, such as oxygen, water, nitrogen, carbon and many other substances, have not been exhausted by life activities for hundreds of millions of years? ",causing students' cognitive conflicts, thus stimulating students' interest in learning this section. During the discussion, students may ask, "won't oil and other resources be exhausted?" "Waiting for questions. Teachers guide students to solve:
(1) Coal and oil are the material resources for human beings to engage in industrial activities, but not the material resources needed for life activities in the ecosystem;
(2) Coal, oil and other resources are limited. It takes a long time to form these resources, but it takes much shorter time to consume them.
2. New lesson
Starting from students' life experience, contact with their own bodies and pay attention to the source and destination of carbon and oxygen in the body and the form of carbon and oxygen coming and going. In the process of carbon cycle, guide students to look at pictures, and let them use the knowledge of photosynthesis and respiration they have learned before to discuss, so as to deeply understand the biological groups involved in carbon cycle and the specific functions of each biological group. Enlighten students to summarize the form, scope and characteristics of carbon cycle. The difference between material circulation and energy flow is summarized: in material circulation, substances in inorganic environment can be reused by biological communities; The energy flow is different. When energy flows through all trophic levels of the ecosystem, it decreases step by step, and it flows in one direction, not in a circular way. Guide students to draw a carbon cycle process diagram and make clear two questions:
(1) the cycle form of carbon between biological community and inorganic environment;
(2) The cycle form of carbon in biological community.
Regarding the concept of the material circulation of the ecosystem, the following points are mainly explained: the "ecosystem" here refers to the ecosystem on the earth-the biosphere, that is, to let students know the "scope" of the material circulation of the ecosystem; This means that "substance" mainly refers to the basic chemical elements that constitute an organism, rather than the substances unique to organisms such as sugar, fat and protein, which are composed of these elements; The "circulation" mentioned here refers to the back and forth movement of the basic chemical elements that make up the organism between the biological community and the inorganic environment, accompanied by complex material changes and energy transformation, rather than simple material movement; The material circulation of ecosystem can not be separated from the drive of energy.
Combined with the reality of ecological environment, such as deforestation and the burning of fossil fuels, the topic of greenhouse effect is introduced. "Greenhouse effect" is a frequently used word in daily life in recent years. Students are no strangers, and they all feel the existence of the greenhouse effect. This part of the content is discussed and solved by teachers (including the causes, harm and countermeasures of greenhouse effect). Guide students to pay attention to environmental problems.
Through the preparation and analysis of inquiry experiment, we can understand the function of biology and the form of material cycle; Especially the process from organic matter to inorganic matter in the material cycle. On the other hand, in this exploration, we can review the previous knowledge of material identification and further understand the principle of controlling univariate and equal control in experimental design.
On the content of the relationship between energy flow and material circulation, students are guided to fully understand the main functions of these two parts through discussion and list comparison.