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Mobilize the enthusiasm of students to learn biology teachers in new curriculum is still subject to in-depth study, this study focused on classroom teaching teachers “guide” the arts, so students enthusiastically into exploring and learning among the biological sciences.

First, set the context ─ ─ Fun Guide

Guide interest in subtle ways by the teachers into the new lessons, inspired the students to the content of interest. Interest in learning the source of the students motivation to learn, whether students are learning the level of interest is a prerequisite for effective classroom teaching. The introduction of a new class of teachers should be good at creating a problem situation, one student from the inquiry set up the bridge, sparking the students “I want to study” Cognitive Drive, guide the students to actively explore into new topics of study, it made Teaching and learning simultaneously, so that students can quickly access the status of active learning. Such as learning “pigeon,” a lesson, I was introduced this:

Students acquire a piece of white paper to hang the appetite: “You see, I threw up when the paper what phenomenon?” “Will settle down.” The students answered in unison. “But who knows, this is why?” Some say that is attractive because of the earth, some say because of the paper by gravity. I took the opportunity to question in depth: “Birds are the same gravity, and it is more important than a piece of paper, why they can fly freely in the air without falling?” The question was brought up, once the students have been talking about this When I homeopathic course of study leads ─ ─ pigeon.

The introduction of this effect is produced: Students are eager to know the same by the gravitational attraction of a bird, why was it the freedom to fly in the sky, and then the body will think of birds, which adapt to the special structure of their flight, from This new knowledge will generate strong interest in learning. Again, the “immunity” section of the teaching, and I designed this question: environment, human life, at any time may be exposed to bacteria, viruses, why some people do not get sick and some people often get sick? Why do people suffering from smallpox, smallpox is no longer suffering from a what? Teaching “Biology of the genetic” one time, I spent two interesting and clever sayings to import: “tree, so the melons, have sown”, “born dragon, chicken born chicken, mouse hole kids . ” “Students, you know that this is why?” This kind of question, students are learning had suspense, evoke a passion for learning.

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Curriculum advocates “study” the idea of requiring students in the new course of study as the main way of learning one. Inquiry learning first independent study to help students experience the knowledge acquisition process, experience of research processes and methods. But now, most teaching is not possible for students to independent research, not because the teachers feel that independent research what is wrong, but feel true in practice there are difficulties, such as inquiry learning time-consuming and more on teaching environmental conditions are higher, and so on. In the course standard background high-school sophomore biology teaching, I initially tried using material test resources, compulsory module a “molecular and cellular” in the experimental teaching design a number of exploration activities to explore teaching in biology class can be gradually carried out, is better.

An experiment exploring the implementation of activities

(A) According to students based on a gradual Arrangements of activities

Inquiry learning requires students to have some knowledge and experience and exploration, in order to find solutions to the problem of clues, active exploration. Module 1, “Molecular and Cellular” in Chapter 2 Section 1, “Detection of biological tissue carbohydrates, protein and fat” is a high school student learning biology since the first detection experiment. The experimental contents, if the arrangements for the verification test, then students are not interested in, and often a rush to hurry to finish the experiment, the effect of course will not be good. In addition, students just beginning to biology, does not yet have, such as “control principle” of “single factor variable principle” of such knowledge, can not completely let go and allow students to independent research. For students to practice, I will experiment design for teachers under the guidance of inquiry. Taking into account the student’s acceptance and classroom organization, and I each group of students explore the activities to be more detailed arrangements, each test an unknown sample solution, followed by the group exchange experiments, the results suggest the measure of what material. In this inquiry process, exploring the way teachers set, the conclusion by the students summed up.

In Chapter 4, section 1, “plant cells absorb water and water loss,” the experiment, I gave the students greater autonomy to explore space. Students to complete teaching experiment, the teachers give some exploration of the direction such as “Can you measure the onion epidermal cell sap concentration of you,” “cell plasmolysis after will recover you,” and so on, to enable students to independent research, students demonstrated great interest. The first question, one student thought of the whole group of co-operation with the “gradient method”, each observation of a concentration cell plasmolysis and recovery of the situation, but also the students think of “dichotomy” treatment: first observation of 30% sucrose solution cell status, in case of a plasmolysis, the use of 15% sucrose solution, and so on. Last class summary of experimental data, suggesting that the most likely cell concentration, to share the experiment exploring the fun.

With these two explore the experience, to Chapter 5, “the enzyme characteristics” section of “impact activity conditions” experiment, I gave the students ownership is even greater, demands more. The entire experiment from the selection, assumptions, expectations, the independent variable set and control, the control group set and the necessary conditions for the realization by the students themselves, do not even have laboratories of two enzymes, have students make their own to take the saliva to do I have to give recognition and support. At the end of the experiment discussion and conclusion, I participated in the students explore the question and enhanced. Students experiment I reasonably sure “release” of the degree, necessary classroom organization and management.

A trial and explore the activities to promote students to cultivate respect for the fact that the scientific attitude, to develop evidence-based, not sheer conjecture, realistic scientific spirit. Meanwhile, students self-confidence of the set will also greatly benefit the students hands-on experiments to solve their issues of interest, such happiness is by no means do the problem or test good score can be replaced.

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Promote inquiry-based learning curriculum standards, seeking to promote change in the way student learning and guide students to actively participate in the process of inquiry, diligent hands and brain, and gradually students to collect and process scientific information, the ability to obtain new knowledge, critical thinking, the ability to , analysis and problem-solving capabilities and ability to exchange and cooperation, focusing on cultivating innovative spirit and practical ability.

The traditional biological experiments is to verify that the teaching of laboratory-based, teachers tell students in class before the test methods and procedures, as well as the experimental results will occur, students will follow the established “line” will be able to get the experiment to go ” succeeded. ” But this “success” is a textbook success, teacher success, not a student’s success. It greatly limits the innovative spirit and practical ability of students to play and train, but not meet curriculum standards in the “more respect for the diverse development needs of students; closer to social reality and the life experiences of students; greater emphasis on developing students the spirit of innovation and practical ability; more emphasis on learning is an active construction of knowledge, develop the capacity to form correct attitudes and values of the emotional process “requirements.

To achieve this goal, teachers, teaching methods should be changed, the role must change from the original absolute control over the classroom into students who mentors, organizers, collaborators, from the original positions of authority and students into equality. And to foster innovative thinking of students, teachers must be innovative, to create a relaxed and harmonious educational environment. Teachers should realize the transformation from the traditional ideas to modern ideas and concepts change, with the student, the liberation of the students thinking and hands, so that students have sufficient energy, time and space to innovate, to practice. So as to stimulate students to think independently and innovation awareness, to develop students divergent thinking, and effectively improve the quality of teaching. To this end, must be independent, cooperative learning model inquiry teaching introduction to biological experiments go, so as to enable students in the biological experiments in the process improve their own creativity and the formation of independent study habits.

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The establishment of any one science, consolidation and development must have a solid ideological foundation, otherwise, it is necessary to complete the whole building collapsed, life sciences is no exception. The ideological basis for science with the life sciences both unique, distinct personality, but also has a natural commonality, such as compliance with the basic laws of physical movement, and other natural science disciplines have a similar method, and a similar philosophical reflection and so on. They have extremely general scientific significance, ie the public reason.

The ideological basis for the life sciences, in particular, teaching materials are often no longer be put forward to explain, but in “hidden” state existed. Therefore, understanding the ideological foundation for the life sciences for the preparation of teaching materials is of great significance.

For the teaching of science curriculum, we are not just scientific conclusions to let students know what is more important is to allow students from the learning process of feeling and insight into the formation of knowledge. As a high school biology teacher, you must fully understand the ideological basis for the life sciences. This in-depth excavation materials for teachers, understand the teaching contents, teaching materials and the organization handled properly teaching the right lesson to guide students to engage in various learning activities inside and outside, as well as understanding of life sciences from the perspective of the ideological basis to organize thematic review, etc., are is very necessary. The following pairs of the ideological basis to make some brief analysis.

1, inductive and deductive

Induction is a way of thinking from the individual to the general, this way of thinking reflected in the preparation of teaching materials was widespread. Because students in learning, when a certain type of biological species can not belong to this class all of the 11 species examined, and then take this class is the life of the biological properties to be grouped and summarized the common type of the genus特征. Methods are often used in the preparation of teaching materials is to select one or several representatives of biotechnology as a key research objects, and then on this basis, by analogy, induction, summed up in this class is a common feature of life. For example, take the pine as the representative of plants, study its morphology, life habits, and mode of reproduction, after outlining the main features of gymnosperms; learning protozoa in the interest of Paramecium as a representative of animals, by describing the ecological environment of Paramecium, with paramecium microscope the structure and movement of the shape, using experiments to explore paramecium pairs of stimuli, etc., outlining the main features of protozoa; By studying yeast, Penicillium, Aspergillus and mushrooms, outlining the main characteristics of fungi . Even if it is the main characteristics of angiosperms and gymnosperms comparison, invertebrates and vertebrates comparison, and so on, are using such a manner. This is an incomplete induction.

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Curriculum standards, one idea is to promote inquiry learning. In the classroom teaching, student learning styles beginning to show the trend of diversification, both traditional learning methods (he Lord, accept, individual learning), but also new learning methods (independent, inquiring, cooperative learning). Research-based learning as a way to effectively train students in science and literacy learning, and were greatly in importance as a new science curriculum reform, a change in the way students learn a breakthrough. Therefore, teachers should be based on specific knowledge of the contents of the class-based characteristics, school conditions, such as students in traditional and new way of learning to optimize the combination of learning methods to achieve diversity.

In the traditional concept of teaching, have always attached importance is how to memorizing, to identify, grasp the concept, and less concerned about the concept of the formation of the background of established processes, the load of the scientific way of thinking, values and reflect the implication of scientific literacy, humanities the spirit of research. The new curriculum attaches great importance to the concept of building biology, new materials and even to some extent, is a core concept of the main line to build knowledge systems. Therefore, how to infiltrate the teaching of new curriculum concepts to explore the concept of learning, so that the ability of students to explore the concept of inquiry-based learning be improved, is the study of classroom teaching needs, and exploratory learning environment of the setting is to solve this problem key.

The Lesson of the concept of teaching, more teachers under the guidance of the inquiry or that he accepts the type inquiry. Teachers through the “DNA molecular structure,” a course (two hours) of teaching, try to create diversity in the classroom teaching of inquiry-oriented learning environment, prompting students to explore the diverse nature of learning, take the initiative to build the concept of the molecular structure of DNA, and to explore the concept of teaching in the creation of exploratory learning environment strategies.

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1, for guiding the basic knowledge of inquiry teaching model

Inquiry Teaching Method Teaching Method, also known process. Secondary school students is not a true sense of scientific inquiry scientists to explore innovative activities, but to students grasp the knowledge gained in the past of scientific ideas, with the scientists to think about the natural world means to carry out various activities. The main body of the student participation and the leading role of teachers in different ways to explore the teaching can be divided into three categories: experiential inquiry, guided inquiry, and autonomous exploration. Among them, guided inquiry refers to the study topics and presented by teachers or students, and to make the necessary preparations for experimental materials and information, assumptions, reasoning, verification links are completed under the guidance of teachers. Thus, also known as semi-open inquiry.

Theoretical

The 20th century, 60’s, the U.S. well-known educational psychologist Bruner proposed a “discovery learning” teaching mode. In the meantime, the University of Chicago Professor Schwab proposed the “Explore Learning” teaching mode. Both models are to follow the teaching of the activities of scientists engaged in scientific inquiry, from the problems, we should guide the students through the analysis, the use of scientific thinking, hypothetical, and through the theory and practice, to validate assumptions, and through this process so that students master the scientific knowledge and skills.

Second, to guide the implementation of the principles of inquiry teaching model

(A) the student’s teacher guide to explore the principle of combining

Research-based learning as a mode of study, and scientists to explore different activities, it must meet students in a short time to learn the basics of discipline and disciplinary structure. If the entire process is completely explored by students in the class there will certainly be a serious shortage of easy for students to feel helpless, too long in a state of helplessness. Guided inquiry is better to resolve this problem, so that students easily feel the joy of success. Teachers in a timely, necessary and prudent, and effective guidance to enable students to explore the efforts of going through a period of some results, to experience the joy and excitement has been harvested to enable students to explore further improve the quality, so that the students explore the practice of has been continually improved and perfected.

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Curriculum Standards promote “inquiry learning” concept, requires students to study in the new curriculum as one of the main way of learning. Inquiry-based learning first and foremost self-study, can help students experience the knowledge acquisition process, and understand the process and methods of scientific research. However, at present, the vast majority of teaching is not possible for students to explore their own, not because the teachers feel that there is nothing wrong with self-exploration, but in practice there are real difficulties, for example, are more time-consuming inquiry learning, teaching demanding environmental conditions, and so on. In the curriculum standards in the context of High School Biology Teaching, I initially tried to use experimental materials resources, a compulsory module, “Molecular and Cell” in the teaching experiment designed to explore a number of activities to explore teaching in biology class can be carried out step by step, effective.

An experiment to explore the implementation of activities

(A) According to the student foundation, step by step to explore the activities of the arrangements

Inquiry-based learning requires students to have a certain degree of knowledge and experience and explore the motivations, as to find clues to solve the problem, and actively carry out exploration. Module 1, “Molecular and Cell,” Chapter 2, Section 1, “Detection of biological tissue in carbohydrates, protein and fat” is a high school biology students since the first detection of an experiment. The experiment contents, if the arrangements for the verification test, then the students are not interested in, and often a rush to hurry to finish experiments, the effect of course not be good. In addition, the students just starting out with biology, does not have, such as “control principle”, “single-factor variable principles” of such knowledge, can not be completely let go and allow students to explore their own. For students to practice, I will experiment design for teachers under the guidance of the inquiry. Taking into account the acceptance of students and classroom organization, I explore the activities of each group of students to do a more detailed arrangements, each detection of an unknown sample solution, followed by the exchange of experimental results of each group, speculated that what is measured material. In this inquiry process, teachers will explore the methods, the conclusion summed up by the students themselves.

In Chapter 4, section 1, “plant cells, water absorption and water loss” experiment, I gave the students a greater self-exploration of space. Students to complete teaching experiment, teachers give some direction to explore, such as “Can you measure the concentrations of onion epidermal cell sap do” “cells after plasmolysis will do recover,” and other issues so that students can self-exploration, students demonstrate great interest. The first question, one student thought of the whole group in cooperation with “gradient method”, each observation of a concentration cell plasmolysis and recovery situations, but also their students to use “Dichotomy” processing: first observation of 30% sucrose solution cells, the state, in case of a plasmolysis, we used 15% sucrose solution, and so on. Last class summary of experimental data, suggesting the most likely cell concentration, experimental exploration activities to share the fun.

With these two experiences to explore, to Chapter 5, “the enzyme characteristics” one of the “impact activity in terms of” experiment, I give students even greater autonomy, and have higher demands. The entire experiment from a selection, assumptions, expectations, since the variable settings and control settings as well as the control group the conditions necessary for the realization by the students themselves, do not even have laboratories of the two enzymes, students put forward their own saliva to get so, I have to give recognition and support. In the experimental end of the discussion and conclusion, I participated in the challenge for students to explore and improve. Students experiment I a reasonable grasp the “release” the degree necessary classroom organization and management.

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With the curriculum reform advancing tide of rural secondary schools can melt into the curriculum reform trend. Relatively remote and backward rural areas, there are many constraints of biological Curriculum Reform of the unfavorable factors, such as the insufficient number of biology teachers and professionals counterparts; teaching methods are backward, poor standard of teaching; emphasis enough, students are not enthusiastic; so. Solve the above problem, we have adopted a series of countermeasures, so that our county biology teacher teaching philosophy obviously update the standard of teaching has improved significantly.

First, pay close attention to training, to provide protection for the Curriculum Reform

For biology teachers, inadequate numbers of poor professional standards, we firmly grasp this fundamental teacher training, first established the “four with an acceptance of” training system, that is liberal training and training in biology combine to participate in training and Training seminars combined pre-job training combined with the process of training, self-study and focus on a combination. Summer to hold a teaching professional skills and acceptance test results included in the personal business records. Second, the establishment of twinning exchanges, send class system, that is all the county towns and townships formed in accordance with teaching and research biology teacher pairs, regular communication and rotation, while allowing a solid professional knowledge, teaching experience, curriculum reform and a strong sense to the poor conditions of teachers, teacher weak schools to give lessons, hands-taught, so that where teachers are familiar with teaching materials, are familiar with knowledge systems, knowledge of the new curriculum reform ideas and so on, all-round quality teaching. Through training, the majority of non-living professional biology teacher the basic knowledge and basic skills significantly improved markedly enhanced the ability to control materials. Some teachers said: “I do not get on the biology-class dictionaries, and no longer flustered, but with confidence, full of passion.”

2, combined with the actual depth of teaching and research activities in rural areas, in order to build a platform for the implementation of the new curriculum reform

(A) the establishment of centers teaching and research play a key role of teachers in radiation and lead

We focused on the actual situation of rural secondary schools to carry out teaching and research activities to create “study, discussion and contention” atmosphere. Scattered in rural areas, taking into account the distribution of the actual situation in secondary schools, established a “piece” as the unit of teaching and research network, and set up a “Center for Teaching and Research Group Biology.” “Center for teaching and research” by teachers, teaching and research staff and backbone composition of the beginning of the semester to develop a one-year teaching and research plans, and implement their respective topics, such as research into teaching methods and learning how to use existing teaching methods, how to carry out research study, how to carry out extra-curricular practices and so on. Center for Teaching and Research Group introduced the “four one system”, that is, the convening of a Center for Teaching and Research Group regular meeting every month, at a regular meeting to report the progress of their own subjects, mutual listening to peer assessment; each month to pay a practice teaching experience articles; held each semester a teaching plan Zhanping; hold a seminar each semester. To the end of the semester, the center group of five members to teach a total of five papers to write, there are two publications published at the municipal level, have experimented with teaching experience of the article 30 Center for teaching and research into the activities of archives, excellent lesson plans five are assigned to teach test results set.

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1, themes and backgrounds

Promote inquiry-based learning curriculum standards, seeking to promote change in the way student learning and guide students to actively participate in the process of inquiry, diligent hands and brain, and gradually students to collect and process scientific information, the ability to obtain new knowledge, critical thinking, the ability to , analysis and problem-solving capabilities and ability to exchange and cooperation, focusing on cultivating innovative spirit and practical ability.

The traditional biological experiments is to verify that the teaching of laboratory-based, teachers tell students in class before the test methods and procedures, as well as the experimental results will occur, students will follow the established “line” will be able to get the experiment to go ” succeeded. ” But this “success” is a textbook success, teacher success, not a student’s success. It greatly limits the innovative spirit and practical ability of students to play and train, but not meet curriculum standards in the “more respect for the diverse development needs of students; closer to social reality and the life experiences of students; greater emphasis on developing students the spirit of innovation and practical ability; more emphasis on learning is an active construction of knowledge, develop the capacity to form correct attitudes and values of the emotional process “requirements.

To achieve this goal, teachers, teaching methods should be changed, the role must change from the original absolute control over the classroom into students who mentors, organizers, collaborators, from the original positions of authority and students into equality. And to foster innovative thinking of students, teachers must be innovative, to create a relaxed and harmonious educational environment. Teachers should realize the transformation from the traditional ideas to modern ideas and concepts change, with the student, the liberation of the students thinking and hands, so that students have sufficient energy, time and space to innovate, to practice. So as to stimulate students to think independently and innovation awareness, to develop students divergent thinking, and effectively improve the quality of teaching. To this end, must be independent, cooperative learning model inquiry teaching introduction to biological experiments go, so as to enable students in the biological experiments in the process improve their own creativity and the formation of independent study habits.

Comments (0)

The establishment of any one science, consolidation and development must have a solid ideological foundation, otherwise, it is necessary to complete the whole building collapsed, life sciences is no exception. The ideological basis for science with the life sciences both unique, distinct personality, but also has a natural commonality, such as the observance of basic physical laws of motion, and other natural science disciplines have a similar method, and a similar philosophical reflection and so on. They have extremely general scientific significance, ie the public reason.

The ideological basis for the life sciences, in particular, teaching materials are often no longer be put forward to explain, but in “hidden” state existed. Therefore, understanding the ideological foundation for the life sciences for the preparation of teaching materials is of great significance.

For the teaching of science curriculum, we are not just scientific conclusions to let students know what is more important is to allow students from the learning process of feeling and insight into the formation of knowledge. As a high school biology teacher, you must fully understand the ideological basis for the life sciences. This in-depth excavation materials for teachers, understand the teaching contents, teaching materials and the organization handled properly teaching the right lesson to guide students to engage in various learning activities inside and outside, as well as understanding of life sciences from the perspective of the ideological basis to organize thematic review, etc., are is very necessary. The following pairs of the ideological basis to make some brief analysis.

1, inductive and deductive

Induction is a way of thinking from the individual to the general, this way of thinking reflected in the preparation of teaching materials was widespread. Because students in learning, when a certain type of biological species can not belong to this class all of the 11 species examined, and then take this class is the life of the biological properties to be grouped and summarized the common type of the genus特征. Methods are often used in the preparation of teaching materials is to select one or several representatives of biotechnology as a key research objects, and then on this basis, by analogy, induction, summed up in this class is a common feature of life. For example, take the pine as the representative of plants, study its morphology, life habits, and mode of reproduction, after outlining the main features of gymnosperms; learning protozoa in the interest of Paramecium as a representative of animals, by describing the ecological environment of Paramecium, with paramecium microscope the structure and movement of the shape, using experiments to explore paramecium pairs of stimuli, etc., outlining the main features of protozoa; By studying yeast, Penicillium, Aspergillus and mushrooms, outlining the main characteristics of fungi . Even if it is the main characteristics of angiosperms and gymnosperms comparison, invertebrates and vertebrates comparison, and so on, are using such a manner. This is an incomplete induction.