“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.