1 Worry 1: Teachers don't pay enough attention to it ideologically.
Teachers are the organizers of experimental teaching. Although many teachers understand the importance of experimental teaching in the training related to the new curriculum, and admit that the cultivation of students' experimental ability should be strengthened, it is not the case in practice. Many teachers also listed many difficulties in the process of experimental teaching, such as the lack of attention by school leaders, the inability to keep up with the conditions of laboratory instruments and equipment, and the inability to carry out experiments normally; For example, the experiment of "exploring the changes of yeast population in culture solution" is complicated and takes a long time, so don't do it if you can. For example, quite a few teachers think that there are only two classes a week in senior one biology, so it is too late for normal classroom teaching and there is no time to arrange experiments. Save it if you can. Of course, there are still some teachers who are influenced by the traditional exam-oriented education and only pay attention to the results of the college entrance examination. They think that students' experimental ability can be improved in other ways, not necessarily in the laboratory.
Due to the differences in strength and level of schools, it is really difficult for some schools to carry out normal experiments, but as teachers, since they are aware of the importance of experimental teaching, they should try their best to solve the difficulties. If the laboratory conditions are not enough, teachers can make some experimental equipment by themselves or borrow it from other schools, even if they just do some experiments, it is better than nothing; The shortage of teaching time can improve the efficiency of classroom teaching and arrange the experiment time as much as possible. Teachers really attach importance to guiding ideology, and experimental teaching can still be done, and it is done well.
Worry 2: Don't prepare lessons, just follow the experimental steps.
Preparing lessons is the basis of good lessons, and experimental teaching is no exception. But in fact, there are not many teachers who really prepare lessons for the experimental class. Many teachers have no lesson preparation content in their lesson preparation notes, let alone designing the teaching methods of experimental classes. Many teachers think: "the experiment class can be done according to the experimental steps in the textbook, and the result can be the best." It doesn't matter if the results are not achieved, and there is no need to prepare lessons specially. " Even some teachers and students enter the laboratory at the same time, and they don't mention going to the laboratory to do experiments.
In fact, preparing lessons in experimental class is more important than preparing lessons in general. The purpose, principle and matters needing attention of the experiment, the problems that students are likely to encounter during the experiment, where are the starting points of students' skills and abilities, what abilities students need to focus on through experiments, and how to guide students to achieve their goals are the key contents of preparing lessons for the experiment class. In particular, the design and innovation of experimental process can stimulate students' experimental interest and improve the efficiency of experimental teaching. Teachers do experiments before students' experimental classes, which is also one of the contents of preparing lessons. It can supplement and improve lesson preparation notes, and ensure the success of the experimental class and the realization of teaching objectives.
3 worry 3: I didn't realize the other functions carried by the experimental class.
It is found that many teachers have a one-sided understanding of the role of biological experiments. They believe that biological experiments can stimulate students' interest in learning biology, enhance the intuitive effect of classroom teaching, help students master book knowledge and enable students to master certain experimental methods and skills. These goals have been achieved, and the task of the experimental class has been completed. So there is also a serious phenomenon that the process is light and the result is heavy. The problems and innovations of students in the experiment process have not been paid enough attention to and solved, the experimental ability of students has not been improved, and the experimental class has lost its due significance.
The goal of the new curriculum includes three aspects: knowledge, emotion, attitude and values, and ability. Among them, in the aspect of experimental inquiry ability, students are required to learn to observe and describe biological phenomena objectively; Put forward biological related problems that can be explored through observation or from real life; Design a feasible experimental scheme; Use mathematical methods to process and interpret data; Introduce the research methods and results with accurate terms and charts, and clarify the viewpoints; Listen to other people's opinions, defend your conclusions with evidence and logic, and make necessary reflections and corrections. Therefore, teachers must realize that biological experiments also carry the functions of cultivating students' observation ability, thinking ability, ability to analyze and solve problems, forming scientific attitude and positive emotion, and cultivating innovative spirit and practical ability. For example, the experiment of "observing plant cell mitosis" not only requires students to master the contents of making temporary films, observing under a microscope, and recognizing cell division images, but also has the functions of cultivating students' observation ability, data processing ability, drawing skills, forming a rigorous scientific attitude and innovative spirit. Only by recognizing the role of experiments can we better organize experimental teaching and give full play to the due role of biological experiments.
4 Worry 4: Replace the experiment with sports training and multimedia demonstration.
With the emphasis on experimental teaching and the continuous improvement of experimental conditions, although the phenomenon of teaching experiments instead of doing experiments has improved, it is still very common to replace students with a large number of experimental exercises and multimedia means. Especially in the review process of senior three experiments, although teachers know that the scores of the experimental questions in the college entrance examination (Jiangsu college entrance examination mode) account for 1/4, they are unwilling to let students go back to the laboratory to waste time, so they use a lot of experimental exercises to review the relevant contents of the experiment, which is time-saving, trouble-free and efficient. As we all know, students' ability to solve college entrance examination experimental questions is cultivated and improved in the real experimental process, not from a large number of experimental questions. However, some teachers have realized the importance of returning to the laboratory, so there are many strange phenomena that teachers can't understand: "Senior three students are still doing experiments".
Multimedia technology does have its advantages in enhancing intuitive teaching effect and improving classroom teaching efficiency, but multimedia technology is only an auxiliary means of teaching after all, and its use has its conditions and limitations. In biological experiments, if multimedia technology is used blindly, no matter what experiment, no matter how difficult, animation should be used to demonstrate it. Although the classroom atmosphere is lively and the background is novel, it is often a distraction and dilutes the theme of experimental teaching. Maybe students can understand the results of the experiment, but students can't understand the procedural things, and the real experiment effect is not ideal. Therefore, when using multimedia technology, it must be organically combined with experimental teaching and must not be abused. For some complex experimental principles, experimental steps or experiments that cannot be completed in class due to time and space constraints, we can give full play to the advantages of multimedia technology to assist teaching. If a simple biological experiment student can finish it, then don't bother about multimedia technology. In addition, in the usual teaching process, teachers must not have the wrong view that as long as multimedia technology is used in teaching, it is a good class with modern educational concepts.
5 Worry 5: Experiment for the sake of experiment, and explore for the sake of inquiry.
The setting of inquiry experiments and other activities in the corresponding chapters of the textbook is naturally generated and has certain functions. For example, the experiment of "extraction and separation of pigment from green leaves" was set up. On the one hand, it corresponds to the content of "pigments that capture light energy" in textbooks. Through experiments, students can understand the types and contents of pigments in green leaves, so as to understand the effects of pigments on plant photosynthesis. On the other hand, the principles involved in the experiment are easy to understand, and the experimental steps seem complicated but operable, so students can complete them in the laboratory, thus effectively improving their experimental skills and abilities. Even through the expansion of the experiment, a series of exploratory questions can be generated, such as whether silica or calcium carbonate is added in the extraction process, the influence of different chromatographic solutions used in the separation process on the experimental results, and the differences in the types and contents of pigments in different kinds of leaves. Therefore, it is of great significance to do experiments well. However, in the usual teaching process, especially in some open classes, it is quite common for teachers to experiment for the sake of experiment and explore for the sake of inquiry when designing and implementing experiments, which is mainly manifested in: (1) meaningless inquiry, and a very clear conclusion can only be drawn through inquiry; (2) The experimental process is unrealistic, and it doesn't matter whether the experiment is done or not. (3) The questions to be explored are too difficult to really carry out the inquiry activities based on students' foundation and ability. Inquiry experiment is a process of students' independent exploration and experience, and it serves students' learning and development. Therefore, exploration experiments and other activities should be necessary, feasible, effective, vivid and developing. The questions to be explored should be closely related to the teaching materials, in line with the students' knowledge level and close to the reality of life. Teachers should pay attention to the integrity of the inquiry process, not just the experimental part in the classroom, and cultivate many links from asking questions to drawing conclusions, expressing and communicating, thus forming a complete scientific inquiry system. In short, through the development of an exploratory experiment, students should really gain something, not just become a mere formality.
Experimental teaching is an important part of biology teaching in senior high school under the new curriculum standard. The majority of biology teachers should fully realize the significance of experimental teaching in the implementation of the new curriculum, attach importance to experimental teaching ideologically, improve experimental teaching in the process, and really play their due role in improving students' biological science literacy.