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.