1. Lecture notes for the second volume of senior three biology.
First, the position and role of teaching materials DNA is the main genetic material and is a compulsory course of biology in senior high school published by People's Education Press. Before that, we have studied the cellular basis of heredity (such as silk XX, meiosis XX, fertilization, etc.). ), paving the way for the transition to this paragraph.
Second, talk about teaching objectives
Based on the analysis and understanding of the teaching materials, I will determine the teaching objectives of this section from three aspects: knowledge, ability and emotion:
1. Knowledge objective:
(1) Name the main carrier of genetic material;
(2) By analyzing the transformation experiment of pneumococcus and the infection of phage in bacterial experiment, it is concluded that DNA is the main genetic material.
2. Ability objectives:
(1) Cultivate students' ability to ask and solve problems according to specific situations;
(2) By simulating the process of scientific discovery, infiltrating scientific research methods and cultivating students' scientific inquiry ability;
(3) Further cultivate students' scientific thinking abilities such as analysis, comparison, reasoning and induction.
3. Emotions, attitudes and values:
(1) Improve students' interest in learning biology and realize that biology comes from life and serves life.
(2) Cultivate students' awareness of communication and cooperation and improve their learning enthusiasm.
(3) Experience the connection between biology and real life, feel that biology is around, cultivate application consciousness and improve problem-solving ability.
Third, talk about the key points and difficulties in teaching:
In order to enable students to successfully achieve the teaching objectives, I have identified the following teaching priorities and difficulties.
Teaching focus:
(1) The principle and process of pneumococcal transformation experiment;
(2) The principle and process of bacteriophage infection test.
Teaching difficulties:
Principle and process of pneumococcal transformation experiment.
Fourth, the teaching method of speaking.
As we all know, the new curriculum concept emphasizes that "students are the masters of learning, and teachers are the organizers, guides and collaborators of learners". Therefore, in order to better highlight the key points and break through the difficulties, I mainly embody the concept of "heuristic" in teaching methods, and use multimedia to teach and increase the novelty of teaching. At the same time, I also adopt:
1, activity inquiry method: guide students to acquire knowledge by creating scenes and other activities, take students as the main body, give full play to students' independent exploration ability, and cultivate students' self-study, thinking and activity organization ability.
2. Collective discussion method: according to the questions raised by students, organize students to discuss in groups, encourage students to solve problems in their studies, and cultivate students' spirit of unity and cooperation.
Verb (abbreviation of verb) and learning methods
We often say: "Nowadays, illiteracy is not a person who can't read, but a person who can't master learning methods." So I pay special attention to the guidance of learning methods in the teaching process. In this class, I mainly use the method of group cooperative learning. Through the cooperation between groups, students participate in the whole classroom and extracurricular activities, which not only plays the role of a group army, but also learns to cooperate and communicate with others during the activities. I also let students discover knowledge through observation, discussion, analysis and inquiry, and gradually cultivate their habit and ability of autonomous learning.
2. biology lecture notes for the third grade.
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
1, expounding 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 and function are compatible.
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 methods
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.
Step 2 study law
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.
Next, I will focus on my teaching process.
3. Lecture notes for the second volume of senior three biology.
I. Thematic Description An important task of reviewing the college entrance examination is to help students build a knowledge framework, especially the thematic knowledge centered on a certain knowledge. Based on this consideration, I think "cell" is a very important core concept, and build a knowledge system around it; Extensive contact with practice; Improve students' comprehensive ability. At the same time, the structure and function of cells are the most fundamental basis for animal cells to carry out photosynthesis, respiration, synthesis of protein and sericulture. Through learning, students can understand cells from a systematic perspective, understand the structure and functions of the main organelles in the system, and how organelles work together to coordinate the completion of cell life activities, thus laying a cytological foundation for future research on cell energy supply and utilization. The content related to the structure and function of cells is also the focus of the college entrance examination over the years. This year's exam notes also reflect its importance. The material and structural basis of life is 15%. Therefore, it will be the most important task of this topic to build a knowledge network with the structure and function of cells as the main line and closely surrounding the core concept of cells.
Second, the analysis of learning situation
Vygotsky said: "Good teaching should be ahead of development", and the teaching content and methods should be close to the students' recent development area, so as to promote students' development.
Students' current development level: have a preliminary understanding of the structure and function of cells, can initially identify various organelles in the submicroscopic structure diagram of cells, and master the knowledge that cell membranes and vacuole membranes have selective permeability. Have certain logical reasoning ability and problem solving ability. I have accumulated some knowledge about cells in my study and life. Students' potential development level: The existing knowledge can't be well connected to form a complete knowledge system. Therefore, through teachers guiding students to sort out this topic, students can systematize their knowledge, straighten out the relationship between knowledge points, find out the relationship between them, and weave into a complete knowledge system. In this way, students can fully understand and master knowledge, remember and retrieve knowledge, determine the thinking of solving problems, find the breakthrough point, and determine the knowledge scope and answers of solving problems in the college entrance examination.
Third, teaching objectives and difficulties
(A), teaching objectives
1, knowledge and skills:
(1) Understand the composition and structural characteristics of the cell membrane, and understand the various ways in which substances pass through the cell membrane.
(2) By understanding the structure and function of the nucleus and various organelles, we can understand and apply the cell submicroscopic structure diagram and understand the physiological functions of various organelles.
(3) Students can give concrete examples of the unity of cell structure and function.
2, process and method:
(1) describes the phospholipid bilayer structure of cell membrane and the relationship between phospholipid molecules and protein molecules.
(2) By analogy and induction, the structure and function of nucleus and various organelles are described in a list.
(3) Combining with case study, cultivate students' understanding ability, knowledge acquisition ability and comprehensive analysis ability, and learn how to design simple experimental schemes.
3, emotional attitudes and values:
Through learning, we can establish that the structure and function of cells are compatible, and some of them are unified with the whole.
(2), key points and difficulties
1, key points:
(1) Chemical composition and structural characteristics of cell membrane, passive transport and active transport, and main functions of various organelles.
(2) Identification and application of cell submicroscopic structure diagram, and physiological functions of various organelles.
2. Difficulties:
(1) Coordination and cooperation among cell structures;
(2) Both lipid and protein on the cell membrane are moving.
4. Lecture notes for the second volume of senior three biology.
The teaching idea is based on the basic idea of the new curriculum standard "facing all students, advocating inquiry learning, paying attention to the connection with real life and improving students' biological science literacy", taking students' development as the foundation and implementing three-dimensional goals-knowledge goal, ability goal, emotional attitude and values. In teaching, let students experience the inquiry process from observing phenomena to theoretical level, understand the methods of scientific inquiry, and understand the attitude and spirit of science.
Textbook analysis
Textbooks are mainly about comparing the phenomena of heredity and variation. In order to understand the nature and law of biological genetic variation, we must start to learn from the genetic variation of biological traits. On the basis of mastering characters and relative characters through activities, the textbook starts with appreciating and analyzing two cartoons to understand the phenomenon of heredity and variation, and applies proverbs and life examples to integrate theory with practice, so that students can explain related phenomena in daily life.
Teaching objectives
1, knowledge target:
Correctly express and understand the concepts of traits, relative traits, heredity and variation;
2, ability goal:
(1) Cultivate students' ability to read pictures through cartoons about character inheritance in the book.
(2) Give examples of different personalities of animals, plants and people and their relative personalities; Describe the related biological inheritance and variation phenomena.
3, emotional goals and values:
(1) Through the study of heredity and variation, students can realize the mysterious phenomena in nature. As long as they study hard, they can understand everything.
(2) Cultivate students' enthusiasm and gratitude for nature.
(3) Realizing the important value of cooperation and communication.
Emphasis and difficulty in teaching
1, with emphasis on distinguishing traits from relative traits; Identify and describe heredity and variation.
2. Difficulties: Understanding heredity and variation; Explain biological phenomena in the biological world.
Student analysis
Students can identify the genetic and variation phenomena in daily life, but they have no theoretical basis and cannot correctly explain the related phenomena. In view of the fact that most students like to experiment in groups and operate by themselves, in the teaching process, students are allowed to observe and summarize physical objects to improve their interest in learning.
However, the students' summary level is limited, so teachers should give necessary guidance and supplement it appropriately.
5. Lecture notes for the second volume of senior three biology.
Teacher: Hello, everyone. The topic of my speech today is "Enzymes Reduce the Activation Energy of Chemical Reactions", which is located in the textbook of senior high school biology (compulsory 1) published by People's Education Press in May, chapter 5, section 1. Next, I will talk about it from the following three links.
First of all, talk about textbooks.
1, the position and function of teaching materials
The content of this chapter is based on junior high school biology, and it also has some infiltration and connection with chemistry. It is necessary to mobilize old knowledge and transfer knowledge between disciplines. This will not only help students consolidate their knowledge, but also pave the way for students to learn about the metabolism of animals and plants. This chapter plays a connecting role in the textbook, so this lesson plays a vital role in teaching.
2. Main contents
An important feature of this chapter is that it adopts the question-based inquiry mode, with questions as the link.
From the beginning, this section created the situation of "problem discussion"-Spalanzani's experiment of exploring eagle digestion principle more than 200 years ago, which guided students to analyze and discuss and made clear the important role of enzymes in this experiment; As for the chemical nature of enzymes, the textbook does not tell them directly, but guides students to analyze a series of materials about the cognitive process of enzymes by predecessors. Finally, through clever metaphors and examples close to life, students can understand the characteristics of enzymes and build knowledge, develop intelligence and improve their ability on the basis of solving problems. The textbook is well-written, and abstract problems are concrete and visualized.
3. Teaching objectives
Education is always education. With the development of production, science and technology and the whole society, in order to improve the quality of the whole nation, teachers should pay more attention to the cultivation of students' ability and ideological education on the basis of knowledge education. Therefore, according to the national syllabus, teaching materials, students' psychological and physiological characteristics, cognitive laws and the requirements of quality education in China, the teaching objectives of this section are determined as follows:
(1) Knowledge objective:
First, the concept of cell metabolism.
B, the role and essence of enzymes.
C, the characteristics of the enzyme.
D, improve students' thinking ability of observation, analysis and judgment, and improve students' experimental operation ability.
(2) Ability objectives:
A, cultivate students' ability to identify biological atlas and analyze and summarize;
B, introduce the methods commonly used in biological experiments, and understand and master the principles of designing control experiments;
C, let students know the energy needed for a thriving life, which requires complex chemical reactions.
(3) Emotional goals:
A, cultivate students' attitude of not being afraid of difficulties and pursuing truth, and establish a tough attitude towards life;
B, establish a rigorous scientific attitude.
Second, talk about teaching methods and learning methods.
1, the application of teaching methods
After determining the teaching task and having the corresponding teaching content, the choice of teaching methods has become an extremely important issue. Therefore, in the whole teaching, we should adhere to the principle of inspiring and exploring, and comprehensively use the methods of teaching, discussion, dialogue, observation and experiment to stimulate students' interest in learning, give play to their initiative and enthusiasm, and strive to teach students in accordance with their aptitude according to their mastery of knowledge points.
2. Guidance on learning methods
According to different teaching methods, guide students to learn specific methods; Cultivate students' summing-up ability by guiding students to observe experiments; By instructing students to use image memory and teaching students memory methods.
Third, talk about teaching design.
This lesson mainly talks about the function, essence and characteristics of enzymes. I designed a three-level teaching plan:
1, create situations and introduce new lessons.
Lead-in plays a connecting role in teaching, on the one hand, it can stimulate students' interest and arouse their enthusiasm, on the other hand, it can also leave suspense. In this class, I use questions and questions:
(1) There are millions of chemical reactions in the human body every second. Why can these chemical reactions be carried out so quickly, efficiently, orderly and smoothly?
(2) Chemical reactions need energy to make the molecules involved in chemical reactions change from normal to active. So, does the enzyme provide energy to speed up the reaction?
(3) The enzyme is so mysterious, but scientists have unveiled it. Did you uncover it?
2. A guide to exploring and learning new knowledge
(1) Through the teaching of this course, let students carry out relevant experiments and explorations, learn to control independent variables, observe and detect the changes of dependent variables, and set up control groups and repeat experiments. Guide students to summarize the role of enzymes.
(2) Make students understand the role of enzymes in cell metabolism through image metaphor.
(3) Through a series of previous scientists' exploration process, explain the essence of enzymes and establish students' attitude towards life.
(4) It is a characteristic of students to understand and use enzymes through examples and metaphors close to real life.
3, in-depth study, summary and improvement
Systematize knowledge and clarify key points and difficulties.
(1) teaching focus
Compare the decomposition rate of catalase under different conditions, and guide students to draw a conclusion-the efficient catalysis of enzyme (the role of enzyme).
(2) Teaching difficulties
The principle of reducing the activation energy of enzymes.
Scientific methods to control experimental variables.
(3) Consolidate exercises and give timely feedback.
Exercises highlight the most essential and important knowledge, a principle of teaching students in accordance with their aptitude and feeding back teaching information in time, and then show exercises, which are divided into consolidation questions and application questions.