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International Education in 21st Century Committee to the UNESCO report “Education – The Treasure Within,” pointed out: the four pillars of education in the 21st Century is “learning to know, learning to do, learning to live together, learning to development.” This is clearly pointed out that education is for life service. 2000 years ago, ancient Chinese thinker and educator Confucius said: “No concept in the gaoya why Britain know of the risk of falling; not temporary in the abyss, why did not know of the risk of drowning; no view on the sea, how to know storm The suffering, “vividly illustrates the practice of knowledge and life importance of the link. Biology curriculum standards are explicit requirements for biology teachers in the teaching of biology, we must, of life, contact with the actual social … … All these, without exception, requiring teachers must implement the “daily life” teaching.

So, how teaching is the implementation of teaching in the biological “life” of the concept in order to meet the concerns of students for life, thereby enhancing quality of life of the classroom so that classroom shine with the breath of life then? I believe that at least the following aspects should be noted.

One teaching goal should reflect the people’s lives

The traditional knowledge-based bio-teaching, too much emphasis on cognitive objectives, too much emphasis on the teaching of book knowledge, but the ability, emotional attitudes such as goals and values as an afterthought. Although sometimes also stressed the ability, but this ability was positioned on and to understand, analyze books, knowledge, ability and problem-solving capabilities. Goal is to guide action, teachers to really implement the “daily life” concept, first and foremost goal in teaching the design of shift from one-dimensional multi-dimensional, that is, from the traditional over-emphasis on cognitive objectives, to include “knowledge, abilities, emotional attitude with the values “change in three-dimensional target goals.

Subject knowledge is the ability, emotion, attitudes and values carrier. Although the new curriculum reform demands dilute academic knowledge system, but not mean you can do these basic knowledge, only a basic knowledge of teachers in selected, we should emphasize reflect the requirements of daily life. Specifically, the goal of teaching at junior secondary biological classification, knowledge of basic goal is to enable students to obtain a hierarchy of organisms, life events, biological and environmental, biological evolution and bio-technology, biology basic facts, concepts, principles, and laws of the basics about the human body structure, function, and health care knowledge, to promote the healthy physical and mental development, and know that bio-science and technology in daily life, production and social development, application and its possible impact.

The ability of knowledge conversion. In Biology Teaching Teachers should let students through observation, comparison, investigation, experiment, explore means of achieving students in self-construction, so that they learn from life to identify problems, analyze problems and solve the problem, will be living with the knowledge and mastery, in practice, Experience the fun of exploration success. In particular, reflects the daily life requirements of the capacity of junior high school biology teaching goals, should include the proper use of microscopes and other tools commonly used in biological experiments and instruments; have a certain experimental operational capability; the initial with the collection and use of information and graphics inside and outside class additional information; a preliminary inquiry Institute of Biological Sciences general approach to develop students ask questions, make assumptions, planning, implementation plan, draw conclusions, to express and exchange of scientific inquiry ability; in scientific inquiry to develop cooperation in capacity, practical ability and innovation capacity; initially learn to use what they have learned in biology to analyze and solve some of life, production, or to society’s real problems.

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One of the core task of biology teaching is to improve each student’s biological scientific literacy, which need to focus on curriculum resources development and utilization of curriculum resources why should attach importance to the development and use of it? Because in the new curriculum standards, the requirements of the teaching objectives include: knowledge, attitude of target capacity to target emotional target to achieve the first goal, mainly rely on the basic materials can be achieved, but the latter two goals, need to develop additional curriculum resources and the new course a great change, contact with the real-life increases, the need extends from the classroom to the extra-curricular Course Standard also stressed the students to explore the diversity of learning at the core of the learning reform, it is necessary to develop and use a variety of biological curriculum resources.

A bio-types of curriculum resources

New Curriculum Standards based curriculum resources in existence, the curriculum resources are divided into tangible resources and intangible resources, physical resources are mainly refers to materialized, and visible curriculum resources; invisible curriculum resources, that is, hidden curriculum resources, the main refers to the naked eye can not see, but the objective existence of specific categories of resources have to explain where the new curriculum standards here will not go into the physical resources, in addition to schools, community and students are also many families one of the richest and most current Second, the media resources to facilitate community museums Science and Technology Museum Library, epidemic prevention station Park Hospital, etc.; The third is the family’s animals, plants and other intangible resources, such as fermented food of life experiences, the students curriculum resources such as human resources, a wide range of forms, This paper examines the social and family resources in high school biology curriculum in the development and utilization of the teaching community and students make full use of curriculum resources in the family can strengthen the link theory and real life to improve life science literacy of students, help students form the correct values and science and technology, life sciences social harmony and unity of the world.

Two courses the use of resources means

2.1 in the visible society and the family the use of curriculum resources

2.1. 1 media resources, is now the information age, textbooks alone can not reflect the content of contemporary biology, while the Internet is open, dynamic and constantly updated.

As long as we carefully look for on the Internet must be able to find suitable material that we need more vivid and informative, to receive good teaching results such as: shows the microscopic world (cell division gene expression in the structure of DNA, etc.) or reproduction of the classic tests (Darwin Plant Phototropism experiment photosynthesis found in a series of experiments that DNA is the genetic material experiments, etc.) biology teachers to be familiar with the Chinese Web site, often up to visit in English-based, or with a certain degree of translation tools, but also better able to log in foreign websites, so as to enhance foreign language proficiency, expanding horizons New Curriculum also stressed the biological knowledge to develop students ability to gather information and to be able to identify and evaluate information, judging and selection, processing, finishing and expression of some resources, not only teachers can use, you can also to guide students to their re-use, as some sites, you can log on to guide the students themselves to see are: professional website: These sites are reliable, with a popular nature, which is the main learning resources, such as textbooks provided on the understanding of biological the application of engineering in medicine web pages frog embryo development mechanism, as well as founder of Chinese Academy of Sciences Institute of the academic-related sites, such as biological diversity, protection of personal website: This is the personal data of certain professionals in a collection of also has merit, but the use of identification when you should pay attention to see if healthy, some knowledge through a variety of ways to test what, if the view is correct, is the credibility of the media, apart from the Internet, as well as radio and television media such as newspapers, journals often reported on some progress in biological sciences, or related issues, the focus of media discussion and even hot-sensitive and biological-related issues, can be put forward as to guide students to curriculum resources, such as the annual World AIDS Day, a variety of media will be a large number of reports the danger of AIDS transmission and prevention, particularly in television, graphics, sound, and Mao, the narrative information is more than words, and therefore we should note that there are popular programs such as the collection of man and nature Kejizhiguang Animal Planet, etc.; popular science books such as bio – Science Journals comprehensive medical and health journals or periodicals, etc.; the use of software resources, VCD, DVD good science CD-ROM.

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“Innovation is the soul of a nation’s progress, is an inexhaustible motive force for national prosperity.” Classroom educational activities as the main front, which should be to become the cradle of creative students. Vigorously implementing quality education today, teachers in the classroom how the Enlightenment from Jingjiang play subjectivity of students to enable students through their own thinking, analysis and practice, an active, positive, self-study to acquire knowledge, has become the key to the success of classroom teaching . The following is the second book in my junior high school third of four chapters in section II of biological “blood” This lesson made on the teaching strategies are discussed.

1. A clear teaching objectives and stimulate students motivation to learn

Teaching objectives of teaching the starting point and ultimate destination. It not only affects the direction of instructional design, but also determines the teaching of specific steps, methods and organizational forms. It can provide analysis and design of teaching materials based on student activities, but also enable students to understand their expected learning outcomes. Therefore, teachers must first of all in-depth study materials, clear teaching goals, determine students should master the knowledge, ability and should possess personality traits. And, if the target instruction at the beginning stages of teaching let students know, can stimulate the cognitive needs of students, thus teaching goals into intrinsic motivation for students to learn. The motive determines the activities of individual consciousness, motivation, bias and selectivity, enable students to become positive, active, input to learn. For example, in “blood” of this section of the new medium of instruction, I put into language teaching goals with the form: “We usually cut fingers bleeding, will be a little nervous, if it will result in a large number of life-threatening blood loss. Why is blood so important? “This has not only aroused the students asked the question whether the thirst for knowledge, but also to enable students to clearly define the lesson to explain the blood-related knowledge, which focuses on the function of blood, to provide students with the destination to find the answer.

2. Well-designed questions to guide students to discover and solve problems

Heuristic teaching requirements of the “three main, two combination of a core” principle, that is student-centered, teacher-oriented teaching and learning materials as the main basis; for the entire combined with individualized, curricular-based and combination of extra-curricular supplement; to foster and develop the intelligence to improve the quality of students as the core. The class question is an important part of heuristic teaching put forward good question, and can help to cultivate analytical thinking ability of students to promote their development of thinking. In the modern teaching, teachers not only to raise a good question, but also guide the students themselves to identify problems and solve the problem.

2.1 Setting the problem contexts to stimulate students to think about interest in

The so-called setting the problem situations, that is, from the student familiar with or interested in social phenomena, natural phenomena and everyday life reveal the value of some scientific problem, enable students to analyze solutions so as to trigger the cognitive needs of students so that they have strong The thirst for knowledge. For example, in “blood” a lesson that I import new courses, the students were observed within the two cylinder of liquid: one is the incorporation of the blood anticoagulant is not hierarchical; one is the incorporation of anticoagulants have been stratified blood. Q: “This two cylinder built-in What?” Student understanding of normal blood can be immediately recognized like that is not layered cylinder is built of blood, while the other one what is at once could not answer. Teachers said: “Zhe Zhi cylinder is also built-in blood, two cylinder What is the difference in the blood? Why is there such a difference? Show?” Student was immediately attracted to this series of questions, a strong desire to pursue the answer, and then teachers logical to introduce the “blood component” This is part of the teaching. Student of the two cylinder comparison of blood and blood hierarchical observation, know that not all components of blood red, but the separation of the three-layer composition of different colors: yellow translucent that the plasma, white the white blood cells and platelets, and red is the red blood cells.

2.2 Design appropriate so as to enable students to acquire knowledge beyond a certain degree of disorder

Questions designed to have an appropriate degree of difficulty, not a student a little brains will be able to answer any questions. This requires teachers to be in-depth study materials, grasp the inherent materials, logical and layers of depth to reveal the contradictions in the minds of students and to guide students to resolve conflicts. Such as “blood” a lesson in the role of red blood cells and hemoglobin characteristics of the heavy in this section difficult. If the teacher in accordance with the contents of books direct question: “What are red blood cells contain a special material? What is the role of this substance?” Students by reading directly in the book to find answers to these questions, but as to why students would not be able to understand the of these knowledge points will not be deeply impressed. In this lesson, I change to another question is asked: “Why is blood red?” Through the study of blood composition, students can answer: “Because of the blood contained more than the number of red blood cells.” I asked: “Why is the red blood cells red?” Students answered by reading the text: “As the red blood cells contain hemoglobin.” “The red arterial blood and venous blood is the same?” “Why do different?” And then I let the students observe a solidification of the blood clot, asked: “a solidification of the blood clot, its color and surface inside the colors the same? Why?” the students answer five of eight. Following this, I demonstrate the color of blood clots inside (Chenganhongse) and surface color (was bright red), and then guide: “a blood clot inside the surface of their environment and what is the difference?” Students can be enlightened from the fact that the the color of oxygen and blood link, and then discuss its causes, infer that this is determined by the characteristics of hemoglobin determined and understood the arterial and venous blood concept.

2.3 The emphasis on students questioned by students in creative thinking

Thinking of students are very active in the classroom teaching process, they will propose a variety of teachers would not think of problems; in discussing the issues raised by teachers, it will express its own different view. Teachers should not be to the progress of teaching and ignore its existence, to be sure that students in a timely manner raised meaningful questions and insights, and make the presentations and discussions, this can help to cultivate students, divergent thinking, so that students from a different angle to understand access to knowledge. For example, in explaining the functionality of white blood cells, white blood cells I drew an analogy between the human body guards, said: “In the time of wound infection is fighting white blood cells.” Student brought up: “If the defeated white blood cells how to do?” Teachers may along the ideas of students, asked: “If the white blood cells defeated, do you think would be the human body be affected?” Let the students a better understanding of the importance of white blood cells.

3. Rational use of instructional media and inspires student-leading thinking

Biology is an experimental science, many of the problems is difficult to use language and written expression clear, so teaching students the need to provide a lot of emotional material, the use of appropriate instructional media, which can stimulate the students thinking for students through observation, thinking to knowledge. And biology teaching close media including pictures, objects, models, projection, slides, video, computers. A variety of media has its advantages and disadvantages, so in teaching must be to optimize the combination of a variety of instructional media to the role of complementarity and avoid weaknesses, in order to receive good teaching results. It should be noted the use of the media is not the better. Sometimes the media to use more frequent replacement, not only takes up a lot of teaching time, but also may interfere with each other, scattered attention of students is not conducive to learning. Therefore, teachers need to under the teaching goals, teaching content and difficulty and learning ability of students to select the media and other factors.

In the “blood” of a lesson, I used the kind that the media, to the students to demonstrate 3 different blood samples so that students receive specific, real-life experiences to enable students to recognize in the blood under different conditions of morphological features, Then search for the causes. In addition, I also self-made for teaching the content of the writing on the blackboard and a lot of pictures, animated images set in the courseware, layer by layer depth to the students to demonstrate and attract the attention of students to enable students to draw conclusions by observing the reflection. For example, in explaining the shape of blood cells, the first presented on the screen of blood smears under the microscope diagram, students compare three kinds of blood cells observed morphology, and then asked: “Why is the middle of translucent red blood cells?” We can present enlarged red blood cell morphology Structure map and aspect map, the students by observing the thinking, would be very easy to grasp the structural characteristics of red blood cells. In explaining the role of white blood cells and platelets, to enable students to look at the animation, and then describe the animation process described, which summed up the role of white blood cells and platelets. In this way, both students from multiple angles to analyze, understand, access to knowledge, but also reveals the depth layer by layer problem, without causing the students dazzled, overwhelmed, confusion.

4. Emphasis on practice feedback, and develop student’s thinking

In learning activities, the formation of learning require a series of timely information feedback, in the medium of instruction designed by the rich intellectual, stimulating thinking questions and exercises will not only inspire students thinking, the intellectual development of students, but also to mobilize the students learning initiative, students are exposed to in different contexts the same concept, so that a timely manner to strengthen the knowledge to prevent forgetting.

In commenting on practice, teachers should be attention to the selection of students with moderate exercise for commenting, so explain the universal. For example, in “blood” of a lesson, I designed a set of exercises to enable students through the form of a table comparing three kinds of blood cells, and complete with a few multiple-choice questions. When the students do exercises and found that some students in completing a variety of normal blood cells did not write unit. To this end, I deliberately choose a wrong practice to review speak volumes to enable students to judge for themselves is wrong, after the discussion and analysis of the students themselves, so that they more clearly three kinds of blood cells in the body content.

In the classroom, teachers should develop students thinking space, let the students thinking just stop at the textbook knowledge, and grasp the opportunity to carry out patriotic education. For example, the lesson to explain something about the blood of knowledge, teachers can thus draw the conclusion that: “The community called for the health of citizens participating in voluntary blood donation, but many people have worried about whether we can use the knowledge and learning to dispel their concerns ? “Through the discussions and statements of students, the students a better understanding of the human body blood volume of the relevant knowledge, and enhance the service in the community, the benefit of mankind’s civic awareness.

In short, in the classroom, teachers should be through various forms, continuously inspire students to think, to mobilize students enthusiasm, give full play to his subjectivity, in order to enable students to actively participate in classroom teaching into, and through their own efforts to resolve a question, one by one climb the peak, to truly understand and master the knowledge and purposes. A lesson not only to students thinking has been expanded, but also the students again and again to experience the joy of success in enhancing self-confidence, develop self-innovation capability, so that the quality of teaching biology lessons effectively improved.

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Renowned scientist Professor YEUNG that Eastern and Western education, the differences are mainly Oriental Education special attention to progressive, emphasizing integrity, rigorous, training students well-grounded; and the West must take education seriously through the typical case of uncertainty or even reveal the proposition has been proven and are being explore the proposition, students leap of learning and thinking. In comparison, Western education attach more importance to the students ability.

(I) capacity of the definition and meaning of

1. The definition of capacity: Capacity is necessary for the successful completion of certain activities and which directly affect the activities of the efficiency of individual psychological characteristics.

2. Ability of meaning: the first refers to the actual capacity has been demonstrated, and have reached a certain proficiency, you can use to measure achievement test; second refers to the ability of potential, that have not yet shown the mental energy, through learning and training may be developed ability and may reach a certain proficiency, you can use aptitude tests to measure.

And human capacity is always linked to an activity. Activities can be seen only through a student has some ability and extent of their ability. Therefore, the ability of students to run through the process of teaching activities, especially in the process of classroom teaching.

(B) capacity-building objectives of high school biology students in college entrance examination and bio-capacity requirements

1. “New Curriculum Standard” on the ability of the curriculum objectives.

(1) to the proper use of the experimental apparatus in general, master collection and processing of experimental materials to carry out the operation of biological experiments, bio-skills such as drawing.

(2) to take advantage of a variety of media to gather biological information, learn to identify, select, use and share information.

(3) The development of scientific inquiry ability, initially learn: ① to objectively observe and describe the biological phenomena; ② by observation or from real life presented with biology-related, you can explore the problem; ③ analyze problems, to clarify the issue and research related to knowledge; ④ confirm variable; ⑤ to make assumptions and expectations; ⑥ design of a viable program of experiments.

2. Bio-entrance of the candidate’s capacity requirements.

(1) can apply the knowledge learned and professional terminology, correctly explaining the basic biological phenomena, concepts, methods and principles.

(2) a proper understanding of biology to analyze charts, diagrams, etc. to express the content and significance, using charts and other forms of expression accurately describe the biological phenomena and experimental results.

(3) understanding the structure and function of organisms, some with the overall and biological relationship to the environment: and we can apply what they have learned in biology to explain and resolve individual organisms, the environment and social life of certain biological problems.

(4) understand the science experiments are content, including experimental principles, methods and steps to master the relevant operational skills; have the ability to verify that simple biological facts, can explain the experimental phenomena and results and analysis; can a number of biological issues a preliminary exploratory study, and to develop research programs.

(5) Understanding the life sciences in the development of the major hot spots and its impact on scientific and social development, the impact and significance. If all of the above should be straightened out, high school students with the practical requirements of biological study and the ability are: expression (text, graphics), knowledge map (table) the ability to explore the (reading, collecting, processing, experimental design and operating) capability, the integrated use of what they have learned analysis, problem-solving abilities, attention to biological sciences to develop and practice capabilities.

(C) For example, one way. Each class is for students to read (at least 10min).

(1) the practice of reasons: ① As the status of biological disciplines and disciplinary characteristics of the class, after-school students rarely take the time to look at bio-book; ② to enable students to bring their questions to see a book, conduct a targeted initiative, the inquiry-based learning is conducive to learning efficiency and learning capabilities; ③ Biology closely linked with real life, the books listed a large number of examples, not necessarily 11 teachers, school presentations, can complement other examples of books, this benefit a comprehensive understanding of the students; books Apart from the main. Still others are broadening and deepening the content, more advanced students can browse for more content; ④ Teacher Man Tangguan, arouse the enthusiasm of the students do not rise up, and some can talk and do other things to do so let the love of his speech, like to do other students do have work to do; ⑤ students in reading process, actively looking for the answer to answer questions and answers prepared for the process itself is to use biological terminology to describe the process of biological phenomena.

(2) Note points: ① pre-class must be designed well, such as Streptococcus pneumoniae transformation experiment thinking problems reading: F. Griffith’s experiments come to the conclusion that? 0. Avery is how to design experiments to explore it? 0. Avery and others studies have shown that what? Why? Another example is phage-infected bacteria in the experiment are reading think about: the experimental design concepts and steps are what? Book, how to answer three questions? The experiment what conclusion ? ② want to allow every student has the opportunity to answer questions; ③ students can understand a certain less stress. Heavy emphasis on breakthroughs in difficulties; ④ to guide the students to answer questions in the process, to sort out knowledge, integrate; ⑤ Students should pay attention to oral expression ability and knowledge map ability.

2. Seize the typical examples. Students of science attitude and sense of innovation to raise the level of students in scientific inquiry.

(1) the cultivation of critical thinking. Such as the chromosome number of amendments to experience: 1907 Cytologist yonWinniwarter that human cells have 47 chromosomes, of which 46 consist of 23 pairs, and the other as “deputy” chromosome (ie, X chromosome); 1921 T. S. Painter found a Y chromosome, in his view, there were 48 chromosomes, males 46 + XX. Women 46 + XY: l954-year E. Hansen-Melander study of liver cell, count the number of chromosome 46, can not see 48, suspended the study; since the fifties of last century, Xu Tao, who felt the mid-Chromosome photos into a photo, the photo of the chromosome cut down by right check, identified as 46. To guide students through such examples do not readily believe in the so-called authority of the students dare to face up to reality and respect the fact that the courage and spirit.

(2) experimental material selection and methods. Mendel’s pea experiments, such as the choice of phage infection of bacteria in the phage selection experiments, Mendel study of a pair of two pairs and two of the above characteristics of the experiments are relatively simple to complex methods.

(3) design experiments. The book as “the plant of sexual movement and observation of the experimental design” experiment, through the Plant Phototropism experimental design example, the plant design to the gravity experiment of example, let the students know the content of experimental design, including experimental subjects, observation and collection of data, assumptions, analysis, expectations, inferences, experimental (control, variable), exchange, and the preliminary master experimental design approach.

(4) The analysis of the results. Such as through careful analysis of the discovery of auxin, such as photosynthesis, the process of discovery, not only to enable students to understand that scientists design ideas, research methods, materials, etc. The results of each analysis concluded Gengrang students to understand that the scientific attitude and the scientific spirit, and thus learn to scientific and pragmatic methods of analysis.

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Classroom teaching is the teachers and students, Sang Sang interactive process. As an important means of interaction – - class discussion, not only can effectively enhance students A biological interest in learning, identify problems and improve their problem-solving skills, increase their self-study, the initiative to consider the awareness and cooperation through information sharing to improve their learning and communication capability, more effective implementation of the “normal high school biology curriculum standards” advocated “students to learn the subject,” “teacher-student dialogue on equal footing during the process of self-learning, cooperation, and explore” the basic idea.

But we should never overlook the fact that by the traditional “by the teachers on the knowledge, reveal the law of the conclusions are given, the students simply passive acceptance, memory, practice, consolidate” and “to teach on behalf of the school”, “to speak on behalf of the thinking”, “to practice on behalf of the habit, “the impact of learning styles, biological classroom discussion sessions have been less than satisfactory, often trapped in a” discussion of silence “deadlock. So, how do you overcome this phenomenon, to enable students to actively and deeply involved in classroom discussions come from? I think that teachers should efforts in the following areas:

1 Construction and harmonious atmosphere in the classroom so that students can “melt in.”

Harmonious atmosphere is the people actively participating in the psychological field. Construction harmony, harmonious classroom atmosphere that allows students to truly melt people are talking about, active thinking, to create the best learning situation, self-confident to express their views or doubts, and thus engender efficient interaction and communication platform. We can through the following methods to create a harmonious atmosphere in the classroom. ,

1.1 to the students to appreciate and look forward to

Zan Kefu psychological experiments show that the good mood of teachers will lead students in high spirits, the students would otherwise be inhibited intellectual activity. Classroom teaching process not only in the specific contexts of students access to knowledge, the process of forming ability, but also an emotional interaction among teachers and students, cognitive factors, the interaction process. Teachers pleasant, as well as give students the encouragement and expectations, allowing students to self-confidence, and teachers blending psychological, emotional resonance to form a “pro-teacher-channel” and they suggest that learning will be eased fatigue, thinking can also be active so that they can boldly express their own ideas.

1.2 to respect the student’s personality

Maslow’s hierarchy of needs theory that human beings have a variety of needs, which “self-esteem needs” is a basic human needs, namely to obtain and maintain all the needs of individual self-esteem, such as being recognized, praise, love and so on. High school, with the development of self-awareness, self-esteem of students are becoming increasingly strong. This strong self-esteem if they were respected, they can become their positive intrinsic motivation, and vice versa could contribute to its Reverse Psychology. Therefore, the classroom teaching process, we should care for individual students to the full, free, independent, comprehensive development, and to students in order to fully respected, so that empathy, from the position of students, student perspectives, for the students continue to create a positive psychological experience, encourage them to Teachers, the letter division, and then self-confidence, optimism, and fully release the inherent potential to actively participate in classroom discussion.

1.3 give full play to the role of modern education techniques

Multimedia as the representative of the modern educational technology has gradually become one of the conventional teaching methods in promoting students in-depth discussion of the process also has its own unique advantages. It can be a rich illustrations, animations and other multi-channel image, intuitive display of biological mystery, display abstract biological knowledge to help improve students interested in deepening the understanding of biological knowledge, triggering the students inspiration, so that they discussion to have more to say in order to fully melt-member group discussion. As in the “mitosis” in the teaching process, the chromosome morphology, the number changes regularly and others are with the naked eye can not see, and if alone imagined it difficult to understand, but with the multimedia presentation of the whole process of mitosis, allowing students through listening, TV, assessment, Wu fully aware of teaching the more abstract content, you can visually see when the chromatin is how condensed into a shorter chromosomes, chromatid, and centromere What is the period of separation of chromosomes is how to spindle traction under the poles shift cells, cell division, the characteristics of each period, sub-cells and somatic cells in the number of chromosomes and DNA variation and so on. In this way, students can order visual phenomena as the carrier, and give their knowledge and understanding of the more graphically displayed so as to enhance the discussion of effective steps to the throne.

2 is designed to discuss issues, so that students “interested”

To discuss the original meaning is “to exchange views on a particular issue or debate”, in other words, the question is the basis for discussion. Therefore, teachers must be designed well to the issues of students, so that students can make their own based on the existing level of knowledge of the views and the debate accordingly. The problem should be designed to follow the “Zone of Proximal Development” principle, should not be too easy nor too difficult. The problem is too simple, the lack of discussion value, easy-to enable students to burnout; issue too hard, the students will be unable to start with, only to remain silent or looked at each other. At the same time, due to classroom capacity limitations, each time the issues discussed are also not too much, otherwise the students in the discussion can only be touched on, kick the tires, can not fully demonstrate their thinking, will lose the value of the discussion. In general, the following factors should be designed to consider the issue of teachers focus on:

2.1 Difficulties of knowledge

Difficulties of knowledge that students generally find it difficult to think through the knowledge of points, in which case set the discussion, we can expose students to thinking errors, and help them in the discussion of mutual inspiration, break through difficulties. Teachers should aim to explore knowledge, characterized by hierarchical organization of students, step by step, each break to ensure that difficulties in the form of knowledge through the study can be resolved.

For example: In the lecture, “meiosis”, the meiotic and mitotic periods image recognition, student confusion, understanding them more difficult. Set the following questions to enable students to master this knowledge by discussing the point.

(1) What is the formation of mitotic cells in the end? What ultimately form cells in meiosis?

(2) two kinds of cells in the chromosomal composition of the What’s the difference?

(3) What is the concept of homologous chromosomes? From the behavior point of view it What are the characteristics?

Students can learn through discussion: The first division subtrahend Association of homologous chromosomes form tetrads, post-separation, the end of the distribution into two daughter cells, in this process, the structure of the chromosome itself has not changed; subtrahend second split each cell in the non-homologous chromosomes in anaphase centromere into two sister chromatids separate to form two chromosomes; and mitotic chromosomes in no particular changes in behavior, exists in each cell of the same the source chromosome and so on.

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Facing the world today, “environmental pollution, food shortages, the irrational exploitation of natural resources,” and so on, these problems depends on the people’s ecological knowledge and awareness of environmental protection. Especially as the masters of the future environment – students, popularize and raise awareness of ecological environment in secondary ability is a measure of the level of society as a whole the key to eco-environmental awareness. The Biology of the students in the first to be the key to eco-awareness education in the key. How to tap the curricular and extracurricular curriculum resources, and infiltration by ecological awareness education?

A mining deal with teaching materials, make full use of curricular resources,

The main positions of teaching materials, teachers can the rational use of teaching materials, and appropriate handling, and tap it contains the value of the contents of ecological education, timely and effective manner to carry out environmental awareness education for students, teachers, students related to the success of eco-literacy. The new curriculum is to enhance students highlight the importance of scientific literacy. The following new curricula based on the author of five textbooks PEP compulsory pages, try for example as follows:

1.1 “thinking and discussion” Forum

Life activities, such as is inseparable from cells: SARS virus originated from civet cats? And human suffering from SARS, is likely to be indiscriminate killing of wild animals, caused by the consumption of wild animals. Therefore urged students to protect wild animals and plants, not 吃野生动物. Another example is the control of harmful animals, “Laoshuguojie against common enemies,” explaining to the students is not necessarily kill them Caidui beneficial to the environment. Another example is ants live in the dirtiest fly where people are most annoying, is not able to bring them to kill. Living in the dirtiest parts of the mosquito is not easy to get sick, up to us what the inspiration. And thus reveal to the students respect for life, equal treatment of life, ecological ethics.

Predator-prey populations and among populations of the feedback regulation of the entire eco-environment stability is important.

“There are no road is taking many people became road.” Trampling on the impact of grassland succession.

1.2 “experiment and explore the” Forum

In the new curriculum included all the l3 an experiment, each experiment into account both the experimental and laboratory waste must not follow the environmental principles:

Design experiments, it is necessary to consider the column experimental material is easily accessible and relatively simple experimental setup, experimental drugs are cheaper, experimental operation of the process is relatively simple experimental procedure is relatively small, relatively short experimental time.

In the reagent as far as possible the use of thrift, maintain lab neat and clean and do the cleaning work of the laboratory.

Laboratory waste: microbiological garbage has to go through 121 degrees 30min be abandoned after sterilization, to prevent microbial pollution of the environment. Chemical waste should be based on its toxicity classification and not dispersed into the general trash.

For example, such as exploring the “trait segregation ratio of the simulated” can be simplified to follow the principle of selection of materials, without the Go, available in different colors Zhituan, chalk, soybeans, etc. are marked differences to carry out the simulation.

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Renowned scientist Professor YEUNG that Eastern and Western education, the differences are mainly Oriental Education special attention to progressive, emphasizing integrity, rigorous, training students well-grounded; and the West must take education seriously through the typical case of uncertainty or even reveal the proposition has been proven and are being explore the proposition, students leap of learning and thinking. In comparison, Western education attach more importance to the students ability.

(I) capacity of the definition and meaning of

1. The definition of capacity: Capacity is necessary for the successful completion of certain activities and which directly affect the activities of the efficiency of individual psychological characteristics.

2. Ability of meaning: the first refers to the actual capacity has been demonstrated, and have reached a certain proficiency, you can use to measure achievement test; second refers to the ability of potential, that have not yet shown the mental energy, through learning and training may be developed ability and may reach a certain proficiency, you can use aptitude tests to measure.

And human capacity is always linked to an activity. Activities can be seen only through a student has some ability and extent of their ability. Therefore, the ability of students to run through the process of teaching activities, especially in the process of classroom teaching.

(B) capacity-building objectives of high school biology students in college entrance examination and bio-capacity requirements

1. “New Curriculum Standard” on the ability of the curriculum objectives.

(1) to the proper use of the experimental apparatus in general, master collection and processing of experimental materials to carry out the operation of biological experiments, bio-skills such as drawing.

(2) to take advantage of a variety of media to gather biological information, learn to identify, select, use and share information.

(3) The development of scientific inquiry ability, initially learn: ① to objectively observe and describe the biological phenomena; ② by observation or from real life presented with biology-related, you can explore the problem; ③ analyze problems, to clarify the issue and research related to knowledge; ④ confirm variable; ⑤ to make assumptions and expectations; ⑥ design of a viable program of experiments.

2. Bio-entrance of the candidate’s capacity requirements.

(1) can apply the knowledge learned and professional terminology, correctly explaining the basic biological phenomena, concepts, methods and principles.

(2) a proper understanding of biology to analyze charts, diagrams, etc. to express the content and significance, using charts and other forms of expression accurately describe the biological phenomena and experimental results.

(3) understanding the structure and function of organisms, some with the overall and biological and environmental relations: and to be able to use what they have learned in biology to explain and resolve individual organisms, the environment and social life of certain biological problems.

(4) understand the science experiments are content, including experimental principles, methods and steps to master the relevant operational skills; have the ability to verify that simple biological facts, can explain the experimental phenomena and results and analysis; can a number of biological issues a preliminary exploratory study, and to develop research programs.

(5) Understanding the life sciences in the development of the major hot spots and its impact on scientific and social development, the impact and significance. If all of the above should be straightened out, high school students with the practical requirements of biological study and the ability are: expression (text, graphics), knowledge map (table) the ability to explore the (reading, collecting, processing, experimental design and operation) capabilities, the integrated use of what they have learned analysis, problem-solving abilities, attention to biological sciences to develop and practice capabilities.

(C) For example, one way. Each class is for students to read (at least 10min).

(1) the practice of reasons: ① As the status of biological disciplines and disciplinary characteristics of the class, after-school students rarely take the time to look at bio-book; ② to enable students to bring their questions to see a book, conduct a targeted initiative, the inquiry-based learning is conducive to learning efficiency and learning capabilities; ③ Biology closely linked with real life, the books listed a large number of examples, not necessarily 11 teachers, school presentations, can complement other examples of books, this benefit a comprehensive understanding of the students; books Apart from the main. Still others are broadening and deepening the content, more advanced students can browse for more content; ④ Teacher Man Tangguan, arouse the enthusiasm of the students do not rise up, and some can talk and do other things to do so let the love of his speech, like to do other students do have work to do; ⑤ students in reading process, actively looking for the answer to answer questions and answers prepared for the process itself is to use biological terminology to describe the process of biological phenomena.

(2) Note points: ① pre-class must be designed well, such as Streptococcus pneumoniae transformation experiment thinking problems reading: F. Griffith’s experiments come to the conclusion that? 0. Avery is how to design experiments to explore it? 0. Avery and others studies have shown that what? Why? Another example is phage-infected bacteria in the experiment are reading think about: the experimental design concepts and steps are what? Book, how to answer three questions? The experiment what conclusion ? ② want to allow every student has the opportunity to answer questions; ③ students can understand a certain less stress. Heavy emphasis on breakthroughs in difficulties; ④ to guide the students to answer questions in the process, to sort out knowledge, integrate; ⑤ Students should pay attention to oral expression ability and knowledge map ability.

2. Seize the typical examples. Students of science attitude and sense of innovation to raise the level of students in scientific inquiry.

(1) the cultivation of critical thinking. Such as the chromosome number of amendments to experience: 1907 Cytologist yonWinniwarter that human cells have 47 chromosomes, of which 46 consist of 23 pairs, and the other as “deputy” chromosome (ie, X chromosome); 1921 T. S. Painter found a Y chromosome, in his view, there were 48 chromosomes, males 46 + XX. Women 46 + XY: l954-year E. Hansen-Melander study of liver cell, count the number of chromosome 46, can not see 48, suspended the study; since the fifties of last century, Xu Tao, who felt the mid-Chromosome photos into a photo, the photo of the chromosome cut down by right check, identified as 46. To guide students through such examples do not readily believe in the so-called authority of the students dare to face up to reality and respect the fact that the courage and spirit.

(2) experimental material selection and methods. Mendel’s pea experiments, such as the choice of phage infection of bacteria in the phage selection experiments, Mendel study of a pair of two pairs and two of the above characteristics of the experiments are relatively simple to complex methods.

(3) design experiments. The book as “the plant of sexual movement and observation of the experimental design” experiment, through the Plant Phototropism experimental design example, the plant design to the gravity experiment of example, let the students know the content of experimental design, including experimental subjects, observation and collection of data, assumptions, analysis, expectations, inferences, experimental (control, variable), exchange, and the preliminary master experimental design approach.

(4) The analysis of the results. Such as through careful analysis of the discovery of auxin, such as photosynthesis, the process of discovery, not only to enable students to understand that scientists design ideas, research methods, materials, etc. The results of each analysis concluded Gengrang the students to understand that the scientific attitude and the scientific spirit, and thus learn to scientific and pragmatic methods of analysis.

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“Innovation is the soul of a nation’s progress, is an inexhaustible motive force for national prosperity.” Classroom educational activities as the main front, which should be to become the cradle of creative students. Vigorously implementing quality education today, teachers in the classroom how the Enlightenment from Jingjiang play subjectivity of students to enable students through their own thinking, analysis and practice, an active, positive, self-study to acquire knowledge, has become the key to the success of classroom teaching . The following is the second book in my junior high school third of four chapters in section II of biological “blood” This lesson made on the teaching strategies are discussed.

1. A clear teaching objectives and stimulate students motivation to learn

Teaching objectives of teaching the starting point and ultimate destination. It not only affects the direction of instructional design, but also determines the teaching of specific steps, methods and organizational forms. It can provide analysis and design of teaching materials based on student activities, but also enable students to understand their expected learning outcomes. Therefore, teachers must first of all in-depth study materials, clear teaching goals, determine students should master the knowledge, ability and should possess personality traits. And, if the target instruction at the beginning stages of teaching let students know, can stimulate the cognitive needs of students, thus teaching goals into intrinsic motivation for students to learn. The motive determines the activities of individual consciousness, motivation, bias and selectivity, enable students to become positive, active, input to learn. For example, in “blood” of this section of the new medium of instruction, I put into language teaching goals with the form: “We usually cut fingers bleeding, will be a little nervous, if it will result in a large number of life-threatening blood loss. Why is blood so important? “This has not only aroused the students asked the question whether the thirst for knowledge, but also to enable students to clearly define the lesson to explain the blood-related knowledge, which focuses on the function of blood, to provide students with the destination to find the answer.

2. Well-designed questions to guide students to discover and solve problems

Heuristic teaching requirements of the “three main, two combination of a core” principle, that is student-centered, teacher-oriented teaching and learning materials as the main basis; for the entire combined with individualized, curricular-based and combination of extra-curricular supplement; to foster and develop the intelligence to improve the quality of students as the core. The class question is an important part of heuristic teaching put forward good question, and can help to cultivate analytical thinking ability of students to promote their development of thinking. In the modern teaching, teachers not only to raise a good question, but also guide the students themselves to identify problems and solve the problem.

2.1 Setting the problem contexts to stimulate students to think about interest in

The so-called setting the problem situations, that is, from the student familiar with or interested in social phenomena, natural phenomena and everyday life reveal the value of some scientific problem, enable students to analyze solutions so as to trigger the cognitive needs of students so that they have strong The thirst for knowledge. For example, in “blood” a lesson that I import new courses, the students were observed within the two cylinder of liquid: one is the incorporation of the blood anticoagulant is not hierarchical; one is the incorporation of anticoagulants have been stratified blood. Q: “This two cylinder built-in What?” Student understanding of normal blood can be immediately recognized like that is not layered cylinder is built of blood, while the other one what is at once could not answer. Teachers said: “Zhe Zhi cylinder is also built-in blood, two cylinder What is the difference in the blood? Why is there such a difference? Show?” Student was immediately attracted to this series of questions, a strong desire to pursue the answer, and then teachers logical to introduce the “blood component” This is part of the teaching. Student of the two cylinder comparison of blood and blood hierarchical observation, know that not all components of blood red, but the separation of the three-layer composition of different colors: yellow translucent that the plasma, white the white blood cells and platelets, and red is the red blood cells.

2.2 Design appropriate so as to enable students to acquire knowledge beyond a certain degree of disorder

Questions designed to have an appropriate degree of difficulty, not a student a little brains will be able to answer any questions. This requires teachers to be in-depth study materials, grasp the inherent materials, logical and layers of depth to reveal the contradictions in the minds of students and to guide students to resolve conflicts. Such as “blood” a lesson in the role of red blood cells and hemoglobin characteristics of the heavy in this section difficult. If the teacher in accordance with the contents of books direct question: “What are red blood cells contain a special material? What is the role of this substance?” Students by reading directly in the book to find answers to these questions, but as to why students would not be able to understand the of these knowledge points will not be deeply impressed. In this lesson, I change to another question is asked: “Why is blood red?” Through the study of blood composition, students can answer: “Because of the blood contained more than the number of red blood cells.” I asked: “Why is the red blood cells red?” Students answered by reading the text: “As the red blood cells contain hemoglobin.” “The red arterial blood and venous blood is the same?” “Why do different?” And then I let the students observe a solidification of the blood clot, asked: “a solidification of the blood clot, its color and surface inside the colors the same? Why?” the students answer five of eight. Following this, I demonstrate the color of blood clots inside (Chenganhongse) and surface color (was bright red), and then guide: “a blood clot inside the surface of their environment and what is the difference?” Students can be enlightened from the fact that the the color of oxygen and blood link, and then discuss its causes, infer that this is determined by the characteristics of hemoglobin determined and understood the arterial and venous blood concept.

2.3 The emphasis on students questioned by students in creative thinking

Thinking of students are very active in the classroom teaching process, they will propose a variety of teachers would not think of problems; in discussing the issues raised by teachers, it will express its own different view. Teachers should not be to the progress of teaching and ignore its existence, to be sure that students in a timely manner raised meaningful questions and insights, and make the presentations and discussions, this can help to cultivate students, divergent thinking, so that students from a different angle to understand access to knowledge. For example, in explaining the function of white blood cells, I put white blood cells compared to the human body guards, said: “In the time of wound infection is fighting white blood cells.” Student brought up: “If the defeated white blood cells how to do?” Teachers may along the ideas of students, asked: “If the white blood cells defeated, do you think would be the human body be affected?” Let the students a better understanding of the importance of white blood cells.

3. Rational use of instructional media and inspires student-leading thinking

Biology is an experimental science, many of the problems is difficult to use language and written expression clear, so teaching students the need to provide a lot of emotional material, the use of appropriate instructional media, which can stimulate the students thinking for students through observation, thinking to knowledge. And biology teaching close media including pictures, objects, models, projection, slides, video, computers. A variety of media has its advantages and disadvantages, so in teaching must be optimized combination of a variety of teaching media to the role of complementarity and avoid weaknesses, in order to receive good teaching results. It should be noted the use of the media is not the better. Sometimes the media to use more frequent replacement, not only takes up a lot of teaching time, but also may interfere with each other, scattered attention of students is not conducive to learning. Therefore, teachers need to according to the teaching objectives, teaching content and difficulty and learning ability of students to select the media and other factors.

In the “blood” of a lesson, I used the kind that the media, to the students to demonstrate 3 different blood samples so that students receive specific, real-life experiences to enable students to recognize in the blood under different conditions of morphological features, Then search for the causes. In addition, I also self-made for teaching the content of the writing on the blackboard and a lot of pictures, animated images set in the courseware, layer by layer depth to the students to demonstrate and attract the attention of students to enable students to draw conclusions by observing the reflection. For example, in explaining the shape of blood cells, the first presented on the screen of blood smears under the microscope diagram, students compare three kinds of blood cells observed morphology, and then asked: “Why is the middle of translucent red blood cells?” We can present enlarged red blood cell morphology Structure map and aspect map, the students by observing the thinking, would be very easy to grasp the structural characteristics of red blood cells. In explaining the role of white blood cells and platelets, to enable students to look at the animation, and then describe the animation process described, which summed up the role of white blood cells and platelets. In this way, both students from multiple angles to analyze, understand, access to knowledge, but also reveals the depth layer by layer problem, without causing the students dazzled, overwhelmed, confusion.

4. Emphasis on practice feedback, develop student’s thinking

In learning activities, the formation of learning require a series of timely information feedback, in the medium of instruction designed by the rich intellectual, stimulating thinking questions and exercises will not only inspire students thinking, the intellectual development of students, but also to mobilize the students learning initiative, students are exposed to in different contexts the same concept, so that a timely manner to strengthen the knowledge to prevent forgetting.

In commenting on practice, teachers should be attention to the selection of students with moderate exercise for commenting, so explain the universal. For example, in “blood” of a lesson, I designed a set of exercises to enable students through the form of a table comparing three kinds of blood cells, and complete with a few multiple-choice questions. When students do in practice and found that some students in completing a variety of normal blood cells did not write unit. To this end, I deliberately choose a wrong practice to review speak volumes to enable students to judge for themselves is wrong, after the discussion and analysis of the students themselves, so that they more clearly three kinds of blood cells in the body content.

In the classroom, teachers should develop students thinking space, let the students thinking just stop at the textbook knowledge, and grasp the opportunity to carry out patriotic education. For example, the lesson to explain something about the blood of knowledge, teachers can thus draw the conclusion that: “The community called for the health of citizens participating in voluntary blood donation, but many people have worried about whether we can use the knowledge and learning to dispel their concerns ? “Through the discussions and statements of students, the students a better understanding of the human body blood volume of the relevant knowledge, and enhance the service in the community, the benefit of mankind’s civic awareness.

In short, in the classroom, teachers should be through various forms, continuously inspire students to think, to mobilize students enthusiasm, give full play to his subjectivity, in order to enable students to actively participate in classroom teaching into, and through their own efforts to resolve a question, one by one climb the peak, to truly understand and master the knowledge and purposes. A lesson not only to students thinking has been expanded, but also the students again and again to experience the joy of success in enhancing self-confidence, develop self-innovation capability, so that the quality of teaching biology lessons effectively improved.

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With the rapid development of science and technology, environmental issues become increasingly prominent, more and more and more people understand and feel the environmental stability and the importance of coordinated development, environmental protection has become the 21st century, the major problems facing humanity have been referred to States on the agenda. Therefore, the strengthening of the universal ecological education, raising awareness of urgent environmental protection of citizens, especially in the emerging consciousness of students to carry out effective environmental education will play a multiplier role. Bio-environmental education curriculum is the main positions in the past and present-day organisms tutorial in the various chapters have considerable environmental issues related to the content and length. Therefore, in the biological process and the teaching objectives of teaching in areas such as organic content of the ecology and basic theoretical knowledge linked to a biology teacher in the biological process of teaching responsibilities and obligations incumbent upon which we must pay attention to issues. I take full advantage of the classroom in teaching both inside and outside of time, combined with a number of specific examples and festivals, to mobilize the enthusiasm of the students and enthusiasm. Made a good educational results.

1. Make full use of subject characteristics, the main channel to play the role of ecological education

Knowledge of biology and environmental protection are inseparable, but also with the knowledge of life most closely, therefore, set up in biology teaching and strengthening the environmental education content is also most effective. Biology teachers should focus on the advantages of biological disciplines, combined with the students around things, specifically the emergence and penetration of life, often encountered in the environment, organically integrated into the classroom in time, greatly stimulate students interest. Such as the creation of environmental protection knowledge contest, covering the environment and environmental issues, environmental pollution, disease prevention and control and so on. Textbooks, teaching materials can also be combined to carry out family planning, people and the environment, the role of biotechnology in the environment, ecosystem balance and stability in the relationship between environmental protection and so on. Everywhere from the student’s practical conditions, specific analysis, summarize and resolve specific issues, from interested staff, to develop students environmental awareness. At the same time making full use of school-based curriculum, the environmental issue as a breach of quality education of students so that all in-school environmental education teachers and students form a thick atmosphere, and really play to the advantages of biological disciplines to play a good ecological education and environmental protection as the main channel .

2. Context of the specific activities in an effort to create all the teachers and students to protect the environment of action

Environmental protection is one of China’s basic national policy. In a relatively balanced ecosystem in accordance with the ecological laws, in harmony with nature, is our basic point of departure. To allow students of different ages take concrete action to concern and care for the environment, in our biology teacher preparation and a positive initiative, the school engaged in a variety of environmental education campaign, the real action in the whole school set off the culmination of environmental protection, and even impact on surrounding residents. Content and form of specific activities are as follows: to enable students to engage in once a year a small Zibianziyan environmental protection programs to infect more people; every quarter by the love team to collect and publish environmental protection, small posters to affect more people; basic knowledge of environmental protection, competition held regularly in order to stimulate more people: to carry out the activities of a variety of genres of the essay prizes, to encourage more people; the use of Sunday organized students to rural areas, living area clean-up garbage, “white pollution , “Determination of soil composition and pH, to investigate the farm parasites and other activities, attracted the attention of citizens, so that more people pay more attention to environmental issues. These practical activities to develop students to participate in and concerned about protecting our environment, training students to join the experience of environmental protection in action and will. Teachers and schools are conscious of some knowledge of the environment due to the introduction of extra-curricular, teaching is a further elaboration of environmental knowledge, visualization, and to stimulate students interest in learning and motivation, thus expanding the horizons.

3. With specific numbers and examples to consolidate the awareness of environmental protection

Number of the most right to speak, the most telling of the importance of the living examples in education play an irreplaceable role. The classroom is the main battlefield of education, the current in the special case of biological materials and the specific number of very large, very good interpretation and use them will be effective and efficient. For example, during “Food hygiene” teaching, that human activities may also lead to a large number of new infectious disease epidemic, combined with Shanghai in 1986 because there is no scientific way eating clams and the outbreak of hepatitis Mao in 2003, due to people feeding animals such as civet cats harm caused by a world of “SARS” in 2004, Guangdong Province, because people ignore the production of protective measures against the outbreak of schistosomiasis and other examples of human health, so that students understand the right healthy eating habits is precondition for a healthy basis for further benefit from the environmental good. Increasingly clear the importance of protecting the environment, and to summarize the human, once damaged the environment and the natural environment will have been revenge conclusions.

In short, the planet’s resources, though abundant, but it is limited, particularly its stability and resilience are more vulnerable, once more than the limits of human nature must have been the punishment, human health and survival will be under direct threat.因此. We have to start from the self, from the start now, from the things around us start to raise awareness of environmental protection, specifically to go into action. Through a series of teaching and practice activities, from student life and learning characteristics of the actual use of all available teaching resources, to enable students to maximize personal development and improving the student’s interest and enthusiasm to enhance the student’s social a sense of responsibility to guide students to the harmonious development between man and nature, to develop their awareness of environmental protection and enhance ecological knowledge, in order to build a harmonious society to cultivate qualified reserve force.

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With the new round of curriculum reform in full swing, the highlight individual students based on the scientific spirit and innovative thinking habits have become the core of secondary education. Biology new course called for the teaching of knowledge, abilities, students in the formation of a unified ideological and moral integration in the teaching process. However, many schools and teachers continue to implement the traditional teaching, not only teach theory learning theory; only imparting knowledge there is no capacity building, intellectual development; only to teach students to “learn” knowledge rather than teaching students “will learn” knowledge. Teaching method has become the new curriculum reform is lagging behind one of the bottlenecks. To achieve the new curriculum objectives, teaching methods must be reformed, because “an active teaching method requires students to not only to become a recipient of knowledge, but also a knowledge of the explorers, the creator.” Tian Joo-cheong, the process of teaching and training objectives harmony .

In conclusion, Bruner found that law is based on the ideas predecessors education, drawn from the extract refers to the students to learn on their own, often referred to as discovery learning (Learning through discovery). Bruner pointed out: “discovery, whether by a student alone to explore ourselves, or by a scientist in his most outpost of that field out of cultivation, in essence, is to re-organize or adapted so that one can go beyond this re-collected evidence, to gain new insight into the capabilities. ”

Teachers in teaching, we must intend, “to retain some exciting ideas series, guiding the students themselves to discover it.” Discovery method are not limited to the pursuit of human things has not yet known, rather, it includes access to their own personal knowledge of the mind all means. “Discovery method is students,” according to their own way rather than according to books like to learn things organized an activity. “This approach focuses on guiding the students themselves to” discover the concept of knowledge has not previously been asked the relationship and a similar regularity as well as accompanied by a sense of confidence in own ability. “According to Brunner’s exposition can be seen: discovery method is based on the development of creative thinking ability of students as its main purpose, the basic structure of subject content, so that the students themselves to discover, explore their own answers, learn how to learn a kind of teaching method . found that laws require teachers to have to study his teachings fork school students to study law to “to teach theory of learning” to “in order to study theory of teaching.” meet the biological requirements of the new curriculum in line with the cognitive characteristics of middle school students . We tried within six months found in France for more than 10 sections of teaching lessons, “seed germination” is one of the section.

Discovery method of teaching the use of a “seed germination”

1.1 teaching goals. (1) Knowledge Objective: To understand the need for certain conditions, seed germination and the germination of three external conditions are indispensable: Understanding the self-conditions for seed germination. (2) Capacity objectives: to enable students to learn the simple observation methods to develop observation skills and comparative analysis of thinking skills. (3) affective objectives: to enable students to initially establish, within a unified external dialectical point of view; students the spirit of cooperation.

1.2 teaching preparation. Set up study groups, each group of 4-5 people. Preparatory work by the team leader in teaching! Be completed under the leadership of the mouth. Namely: each group to prepare six mineral water bottles, respectively, 1,2,3,4,5,6 label, bottom of the bottle have a thin layer of cotton mat. In the 1,2,3,4 release bottle No. 10 seeds have great vitality and a complete dry. 5, put 10 bottles of boiled seeds, 6 bottles of pills 1O put the seeds of destruction of embryos. Bottle No. 1,2,3,5,6, respectively, to watering. 4 bottles of water. No. 1 seed all the bottles of water to drown the other bottle simply wet cotton. No. 3 bottles will be placed in the refrigerator four degrees Celsius, the other bottle incubation temperature of 20 ℃. While cultivating side observation, the teacher asked each leader must do the experiment recorded in this group. Class the previous day as part of a complete soaking the seeds. And above all for the common bean seed.