Comments (0)

Rich vitality of the biology class is not only a basic education, its meaning, and more importantly under the new situation the need for quality education. It refers to the classroom where teachers and students to dedicate themselves, not only to promote the students to master knowledge of biological sciences, awareness-raising level and the ability to apply knowledge, but also constantly surging of life in the classroom experience and growth, to enjoy the creation joy and satisfaction to the quality of life of the brilliant and attractive, thus enhancing people’s spiritual world and the value of life.

So, how to improve the lives of biology class dynamic? Traditional classroom teaching the basic procedures are: review old lessons – Import new lesson – teaching new courses – the consolidation of applications – check the rating, which is characterized by teachers dominate the teaching process, students acquire knowledge in a passive position. As students study the long-term use of acceptance and enhance the student’s dependent, thus weakening their consciousness of the problem, creativity, independence, autonomy and personality. I personally feel that CMC is a teacher-student interaction teaching mode pretty good attempt. CMC is in English Creating Context (the creation of scenarios), Mutuaeactivity (student-teacher interaction), Constructing Knowledge (constructed knowledge) three short phrases. CMC reveals the new curriculum under the conditions of teaching the three basic aspects. CMC teacher-student interaction is the operational procedures for teaching mode: teachers create situations – teachers and students interactive learning – teachers and students work together to build knowledge. Now I am teaching some of the tried and case summary is as follows, also be regarded as a kind of “reflective teaching” bar.

First, do a good job of teaching the beginning part – the creation of scenarios

1, the creation of emotional scenes

Traditional teaching methods often focus only on the knowledge, abilities, teachers in the classroom are frequently condescending preaching, and the formation of one-man, Man Tangguan. Such education, students are not too keen on. New Curriculum Standards pointed out that the teaching should include the knowledge and skills, processes and methods, three aspects of emotion, attitude and values, so I in biological classroom teaching, the students attached great importance to the values of emotion, attitude and correct guidance. Emotional scenes is a psychological atmosphere of group psychological environment. As a teacher, we must by all means, bring a smile into the classroom to give students confidence to tap the emotional content of teaching materials, motivating the students interest in learning, motivation and attitudes. For example, in learning “the role of animals in nature,” when I press clippings from the starting materials to produce a customer is purchasing a frog photos, guide students to talk about their own views, thinking how to deal with this situation should be . Students talk about and much greater interest in, and some say do not eat frogs must start with ourselves, more of the students raised their own pocket money to buy frog Letting Them Go. Highlight the emotions, attitudes, teaching objectives of this study will enable students to understand themselves and the social consequences of positive significance in depicting establish correct attitude towards life and values.

2, the creation of learning scenarios

There are many types of learning situations, regardless of what kind of learning scenario, should be presented in a timely manner to students, outstanding problems, to enable students to pass through reflection and inquiry in order to achieve this goal. For example, we can give students to create the problem scenario, using heuristic questions to guide students to identify problems, ask questions, analyze and solve problems, to fully reflect the teacher-led, student-centered teaching style. For example, “how to design an experiment to test paramecium are alive?”, “How to use semi-permeable membrane devices, identifying concentrations were 10% and 30% sucrose solution?” 1:00 and could not answer the students, teachers can guide their memories of place osmosis, the movement of water molecules is what? Onion epidermal cells plasmolysis What are the conditions? Make these “including but not exposed,” the question for students to think, can play a good enlightening.

3, to provide guidance material

Textbook knowledge is indirect experience, the teachers in the creation of scenarios, you must provide guidance material, which is to connect students direct experience of the bridge approach, is a medium to connect indirect experience will help students to understand from direct experience, as indirect experience, through the exploration of indirect experience into their own direct experience. For example, in studying the “conservation of biological diversity”, analysis of threats to biological diversity, the reason, I gave the students played a FLASH “rest of the fruit” (this film, Hang Nga 2003 Green Contest Winners Cup): deer and boys are good friends, the boy grew up in successful learning achievements and returned to his hometown in the forest someone else opened a factory of disposable chopsticks. Black water, and trees were cut down, and the animals of no fixed abode, panic to flee. Deer in the running, suddenly saw the boy ran without melancholy to him, but then shot the owner of the plant • • • • • • sad songs in Karen Mok, some female students and even cry out. Students can not help but wonder: Why is the type of biological sharp drop? Animals, the rapid economic development has brought about in the end What is this? A beautiful large forest and finally left anything at all? Around us, there are no such examples?

2, reflecting the subjectivity of students – student-teacher interaction

American humanistic psychologists Rogers in the “free learning” in his book states: “Learners threw himself into one of the self-learning, that is, both intellectually and emotionally to participate in the study, and the most durable and most in-depth learning.” in the teaching process, teachers should change the traditional teaching of thinking and behavioral habits, I believe that the ability of students, democratic teaching, the students work hard to create a stage performance, so that students interact with the teacher during the highlight of their dominant position, glow the vitality of life.

Promote self-learning

Each student has a certain ability to learn, teachers to return only when the students take the initiative to learn, embedded in the tremendous potential of students can be released. Traditional mode of education, always first to raise the issue, and then explain, analyze, and the new curriculum reform was initiated to enable students to bring their questions to learn. For example, in studying the “attempt to biological classification”, the guide Xueshengxuewan plant classification, I will give an analysis of the students listed in outline: the classification of animals, on what basis? If the picture of the 11 species of animals, divided into two groups, they are what animals? These two groups of animals for further classification, which can be divided into several categories? You can form along the lines of plant classification solution separate ways do these 11 kinds of animals? How from simple to complex ordered them together? This sub-level, sub-gradient to organize students to discuss the final focus on, and students explore together. This model’s class, students take the initiative, classroom atmosphere, active and positive thinking are fully piqued. Another example is the High School introduction of the study, organized students after school time to investigate media coverage of biological science and technology development, their press clippings, web extracts, etc. organized into books circulated in the class and allow students to each other from the fun, the value, content rich, comprehensive evaluation of all aspects of scoring and decided the best award-winning students make the exchange of power. Teaching in the classroom, teachers can also quote student learning outcomes. As I talking about the “cell differentiation, cancer and aging”, it quoted several students to collect materials: “Stem cells have the potential to transform into a cancer” (Pei Lei students), “so that cancer cells spread to other organs protein “(Li Shuai students),” Telomeres and human life “(according to Liang Zhao students) and so on. This self-learning students, not only have expanded the individual’s knowledge, but also to benefit from teachers and other students.

Learning organizations

In 1983 • Harvard University Distinguished Professor Howard Gardner in his book “the structure of intelligence,” a book presented: There are many people’s intelligence structure, each person’s intelligence structure, at least seven kinds of intelligence, that linguistic intelligence , physical, operational intelligence, interpersonal intelligence, spatial perception intelligence, musical intelligence, mathematical logic, intelligence, intelligent self-awareness and so on, in 1996 Gardner also proposed the first eight kinds of intelligence, that understanding of natural intelligence. The theory put forward in carrying out training creative talents, to promote overall development of students and improve the overall quality of the teaching reform of students today, more practical significance. Each student has their own intelligence strengths, with the help of cooperative learning, students can contribute to the different intelligence structure of the development of biological differences in ability. I was listening to two of Zhang teacher teaching “cell differentiation” also have been inspired by Teacher Chang, designed to provide students with extra-curricular groups investigation “stem cells and the relationship between human health,” and the production of PPT. The classroom, leaving less than half of the lesson time for students to report groups represented. This cooperative learning approach is clearly beloved students, and some students even sent a donation of bone marrow-site initiatives. I was teaching “organelles”, the arrangements for the students a special operations: grouping by color rubber clay model of production of cell structure, each 4-5 people. Students abnormal facial expressions, revealed their inner excitement. Sure enough, the afternoon, there are several groups of students excitedly handed them to produce a good model for the office (although the deadline for the next day). Model of workmanship and colors are quite beautiful, and far beyond my expectations. I was interested to inquire about the production process, the students in animated conversation “briefed” Who with the color, who do mitochondria, black dot is the ribosome • • • • • • In the collaborative learning, students practical ability and cognitive abilities have been strengthened, and truly become the masters of learning, everyone’s linguistic intelligence, interpersonal intelligence and other areas have been developed, biological capacity has also been improved.

The use of role-playing

“Role play” as the teaching activities in a specific form that can stimulate students interest in learning, active classroom atmosphere, but the role-playing is not biology can be applied to any teaching content: those who already have a specific image or vivid describe the classification, morphology, anatomical structure, biological content, without role-playing design; while those with a strong reason or students find that dull abstraction, it is to try to “role play” the best script. It can of abstract into concrete so that the “death” of knowledge back to life, and vividly presented in the visual among students. For example, in learning “the role of animals in nature,” talked about animals, promotion of eco-system, circulation of materials, I arranged a “role play” title: According to the material cycle in the ecosystem to a grassland ecosystem food chain for the cases, improvisation substances in producers, consumers, decomposers transfer process between. Students in the course of performances from time to time a burst of laughter. Teachers for the show, proposed the “cycle of bacteria in the material played what role?”, “Why do students want to write a ‘carbon dioxide and water,’ paper posted back to the blackboard (on behalf of the environment)” and other issues, we are actively answer . Through the performances, the students further understand the “animal in the promotion of eco-system, circulation of materials” in the role, but also deepened the “substance of consumers, producers, break the cycle between the” understanding. “Role play” for equality, harmony, democracy and the formation of the teaching atmosphere and improve student learning biology enthusiasm and ability to express many aspects have played a very large role.

Third, the indirect experience into a direct experience – building knowledge

United States of contemporary well-known instructional design experts, Gagne the study classified as “motivation, comprehend, and to obtain, maintain, memories, general, practice, feedback,” eight stages of self-learning links students to the basic realization of the first three phases of the goal, then five phase can be achieved by building the knowledge part of the multilateral interaction to promote children’s psychological process to be realized. Self-learning knowledge base belonging to construct phase, construction of knowledge is to make students autonomous learning of new knowledge gained to further refine, strengthen, migration, and to construct new knowledge, which in biology into their own quality and enhance the bio-classroom Vitality

Comments (0)

How do I create problem scenarios. To guide students to explore their own sexual purposes? This has become a new round of education reform, an important part of the study. National third “active classroom” teaching seminar-curricular activities. In order to implement the curriculum reform is an important step. In this event, three teachers from different schools on the “material instances of transmembrane transport,” a lesson started with the discussion of teaching heterogeneous classes, this paper intends to combine these three classes to talk about their problems on the creation of scenarios some views and experiences.

1, the creation of the importance of the problem scenarios

To enable students to understand the difficult situations faced by scientists. Collecting and processing the required information. Finally reached the inquiry process of problem-solving. So that students find in real life situations and analyzing problems, problem-solving abilities, and these problems are due to this scenario an important prerequisite for the creation of the problem. Therefore, I am biology class teaching, always trying to create problem scenarios. Inspired students & Products enthusiasm for learning. To enable students to create an urgent desire for seeking to obtain new knowledge, in the news and the students create an imbalance between the psychological quest for knowledge, uncoordinated, the students and issues related to the introduction of a scenario being.

Second, the creation of the way the problem scenario

1. The creation of practical problems from everyday life situations

Case 1 Teacher Yang A and B show the label affixed with two mineral water bottles. Which were filled with Stiffness and wilting the greens. Q: “cause these two phenomena are the reasons for what?”

Student replied: “A bottle filled with water, no clean water or a bottle B may be salt.”

Then ask: “how to make the B bottle (wilting of) vegetables and leaves become tender?”

Student A: “to soak vegetables in water, the leaves get in the water restored.”

In this question-answers, and guide students to analyze, students will feel the joy of success and experience the fun of learning biology. Then guide the students to learn can be summed up in high concentration solution of cell water loss, in the low concentration solution of cell-absorbent principle. And in accordance with this principle, enable students to analyze: Why is the ground of the crops nicotine long bad? A one-time crops fertilization would cause too much Why do the “burn MILLER” phenomenon? So. The textbook knowledge and real life link, the students into a real scenario to explore the issue. Easy to understand not only the students have learned. Can also stimulate students to explore their enthusiasm, so that students can actually feel the biological knowledge and our lives, the production actually closely related. Everywhere in life We need to find things.

2. Create problems in the experimental teaching scenario

Experimental inquiry teaching can be used as one of the vehicles, using “problem – - hypothetical – - Experimental Design – Experimental Inquiry – draw conclusions – express exchange” a new model to emphasize the students to explore new knowledge and access to new knowledge through experience to achieve results and the process and try to better train students in scientific literacy.

Teacher Liu Case 2 pre-class collection of students in experimental courses on a one – to explore “plant cells absorb water and water loss,” the issues raised. After the Zhaibian multimedia showcase some of the questions raised by the students. Such as:

(1) Why did you choose the purple onion scale leaf experiment material? Can onion scale leaves with colorless experiment material?

(2) The plant cell is not an infiltration system, which is equivalent to semi-permeable membrane structure?

(3) The plant cell under what circumstances would water loss, water absorption in what circumstances would it?

(4) How do plant cells absorb water and water loss? Water absorption and water loss from the main body where?

(5) If the mass concentration of 0.5g/mL sucrose solution or 5% of the salt solution instead, what are the results ⋯ ⋯ students in hands-on experiments can be raised many questions, so that the students want to know the problem with lectures, can do have to be do not give. Rather than comprehensive. This will not only solve the problem the new materials class tight, but also develop their ability to innovate. Go through the guidance of teachers, so that students quickly grasp the concept of protoplasm layer, the cell under what circumstances the knowledge of water loss and water absorption.

3. Create problems in the multimedia presentation scenario

Multi-media teaching methods through a wealth of maps, text, sound, animation and other vivid scenes, the multi-channel for students to demonstrate against the secret life of students by a number of sensory stimulation, active thinking, the problem thus spark embarked.

Case 3 leaves the teacher demonstrate osmosis unit, the use of multimedia courseware demonstration experiment. Strings to guide students through the issues the panel discussion three issues:

(1) how a device by changing the infiltration conditions so that the funnel and beaker of liquid height difference exist?

(2) If instead of cellophane with a layer of gauze, the liquid inside the funnel tube will increase do?

(3) If not a beaker of water, but the same concentration of sucrose solution. The result? Panellists and students through the analysis of the phenomenon, understanding the role of semi-permeable membrane, and then the role of teachers and students together summarize the infiltration conditions: first a semi-permeable membrane: The second semi-permeable membrane concentration difference exists on both sides of the solution. Students are also very efficient in acquiring this knowledge, but because they observe the side while thinking, thinking skills be trained to improve the comprehension.