Seventh grade biology experiment teaching plan

Design of seventh grade biology experiment teaching plan

Experiment 1: Investigate the biological species on campus.

First, the experimental purpose

1. Understand the biology on campus and the living environment of other students.

2. Try to classify the creatures we see, and get a preliminary understanding of the biodiversity of creatures and the relationship between creatures and the environment.

3. Initially learn to make investigation records.

Second, the materials and equipment

Questionnaire, pen, magnifying glass, camera, etc.

Third, the method steps

1, grouping

2. Design the survey route

Step 3 investigate

Step 4 classify

5, finishing

Four. discuss

1. Questions raised by each group: How many kinds of creatures did your group investigate? What are your characteristics? How many kinds are there? How many kinds are there? Select 1 for each category? Two creatures. Tell me about their living environment.

2. Tell me what difficulties you encountered in the investigation and how did you overcome them?

3. According to the exchange and mutual evaluation in the group, the teacher also expressed his opinions.

Conclusion: While caring for living things, it is more important to protect their living environment.

Experiment 2: Explore the influence of light on the life of mouse wife.

First, the experimental purpose

1. Experience the general process of inquiry, learn to control experimental variables, and design control experiments.

2. Make clear the influence of external environment on biological life through inquiry activities.

3. Learn the habit of carefully observing records and discussing with other students.

Second, the materials and equipment

10 mice, wet soil, cartons, cardboard and glass plates

Third, the experimental process

1. Does asking questions affect the life of the rat girl?

2. Suppose that the light will affect the life of the rat girl.

3. Make plans and determine the experimental exploration scheme.

4. Explore and implement the planned experiment.

5. Draw a conclusion. Analyze the experimental data and draw a conclusion.

6, expression and communication process and results to * * * knowledge.

Four. discuss

1, how do you know that light has an impact on the life of the rat girl? Is one regiment enough?

2. How to explain that light is the factor that affects the life of rat and girl, but not other factors?

3. How many mice are designed reasonably? 1 Is that all right?

4. Why do you want to calculate the average of all groups in the class?

Research on junior high school biology experiment teaching under the new curriculum

abstract:

Biology is a natural subject based on experiments, and the quality of experimental teaching directly affects the teaching effect of biology. Biology curriculum advocates inquiry learning based on observation, investigation and experiment. Biology experiment is the main content of inquiry learning. It is both a process and a method, which is helpful to cultivate students' various abilities and improve their comprehensive quality. Under the background of new curriculum standards, the teaching content and teaching methods of junior high school biology experiment course have changed greatly. Biology teachers should actively improve teaching methods and improve teaching effect.

Key words:

Junior high school biology; Experimental teaching; efficiency

With the rapid development of modern society, the new curriculum in modern education has changed greatly compared with the traditional educational content and methods. Biology in junior high school is an important subject which focuses on experimental teaching. Students can deepen their understanding and mastery of this subject through experiments, thus improving their comprehensive ability to understand and solve problems. Therefore, under the premise of the new curriculum, it is of great significance to study and improve the effectiveness of junior high school biology experiment teaching. However, with the improvement of the effectiveness of experimental teaching, students can put forward their own ideas after the experiment and feel the changes in the experiment personally, thus improving the level of mastering relevant knowledge.

First, teaching efficiency.

When promoting the new curriculum in China, the effectiveness of teaching plays an important role in strengthening the effect of the new curriculum, which can improve teachers' teaching ability and teaching quality on the basis of traditional teaching, thus improving students' comprehensive quality and promoting the development of students' comprehensive ability.

(A) the concept and significance of high efficiency

Efficient teaching is to use effective teaching methods to improve teaching quality. For teachers, on the original basis, they can better and more effectively complete teaching tasks and improve teaching quality, so as to benefit students and let teachers learn from the past. Give it fish? Become a teacher now? Teach it to fish? Form students to become the main body, so that students can complete the real sense of autonomous learning.

(B) the impact of teaching methods on students' learning effect

For the implementation of the new curriculum, the single teaching mode has not adapted to the teaching objectives of diversified teaching and the development of students' autonomous learning ability. By changing the methods of teaching students, teachers can make students gain something, make changes and make progress in their studies. Through diversified teaching methods, teachers can transfer students from boring learning to interesting learning, from coping with learning to loving learning now, so that students can become the main body of learning.

Second, on improving the effectiveness of junior high school biology experiment teaching methods

(A) the traditional teaching method is mechanical and single.

The problems existing in the teaching methods of junior high school biology experiments are caused by the teaching methods of teachers and their comprehensive quality and ability in traditional experimental teaching. In the past, teachers were the main teaching method. For students, the teacher's mechanical indoctrination teaching method will only make students learn numbly, but can't really improve their intelligence and ability, and can't really improve their comprehensive quality and ability to solve practical problems.

(B) Reform the traditional teaching methods of teachers

The change of teaching method is based on the change of teachers' concept, from rigid teaching to flexible learning teaching, because compared with the dull and active classroom atmosphere in traditional teaching, students are in a state of high emotion, which stimulates their brain cells to think. In the early stage of teaching, teachers fully prepare teaching courseware, and the wonderful teaching content can attract students' attention, arouse students' curiosity of thinking and exploration, and let students really devote themselves to the ocean of learning.

(C) experimental teaching is student-centered.

According to people's curiosity, the biology teacher carefully designed the content of the experiment, allowing students to experience the whole process of the biological experiment with their own hands. Compared with the experiment that only observed the teacher in the past, students' practical operation is more familiar with the teaching content, so that students can become real leaders, deepen their understanding and mastery of knowledge and remember the teaching content more firmly from the previous wait-and-see experiment to the present participation experiment.

(d) Arrange more self-inquiry experiments.

Independent inquiry experiment means that teachers give students a research topic and direction within their basic ability, and let students design experiments to verify the experimental results. Under the new curriculum standard, it plays an important role in cultivating students' independent thinking and comprehensive quality to carry out independent inquiry experiments in experimental teaching. Students' own observation and understanding of the experiment will treat and solve problems in their own unique way and perspective, thus deepening students' understanding and thinking of the teaching content. Through students' independent inquiry, students can also spread their thinking and set foot in experiments in other directions on the basis of the original experiments, thus deepening the connection between experiments, forming the real system of experiments in their own minds and deepening their understanding of biology.

(5) Cultivate students' thinking of seeking truth from facts.

In order to improve the effectiveness of biological experiment teaching, it is meaningless to guide students to do experiments without thinking and research. Therefore, after the teaching of biological experiment, teachers should guide students to analyze, study and think about the experimental results in time according to the phenomena and the real situation recorded in the experiment. If there is something wrong with the experimental results, students should first explore the experimental process, think about whether the experiment is inappropriate or consider the wrong direction. Then the teacher led all the students to discuss and think in a unified way. The teacher experimented with a group by himself, profoundly explaining where the students had problems and finding out where the problems were. Let students develop the scientific spirit of believing in science and respecting objective truth and facts in experiments, and let students have the scientific spirit of respecting facts in everything under the new curriculum standard. Don't report the wrong experimental results as an accidental phenomenon to avoid the wrong operation in the experimental process.

(6) think quickly and effectively after teaching.

After the experiment, teachers should summarize and reflect after class in time and effectively. After-class reflection is a powerful means to improve the effectiveness of biology teaching. Teachers reason, discuss, study and check their own teaching behavior after class, so as to achieve the purpose of improvement and truly improve the teaching effect. Teaching reflection is also the improvement of teachers themselves, which can improve teachers' professional level, unify the theory and practice of biology teaching, integrate biology teaching and enhance the effectiveness of biology teaching. Teachers should also cultivate students' good reflective behavior after class. Students' reflection after class is helpful for modern students to strengthen their understanding of knowledge, improve their ability to operate experiments and explore and develop problems, and really improve their comprehensive level and quality.

Author: Gu Aiming Unit: Huaqi Middle School, Qinzhou District, Tianshui City, Gansu Province

References:

[1] Jin Liluan. Discussion on improving the effectiveness of junior high school biology experiment teaching under the new curriculum standard [J]. New curriculum. Middle school, 20 14(4).

[2] Li. Strategies to improve the effectiveness of junior high school biology experiment teaching under the background of new curriculum [J]. Examination Weekly, 20 13(90).

[3] Yangmei. Strategies to improve the effectiveness of junior high school biology experiment teaching under the background of new curriculum [J]. Scientific Consultation, 20 13( 1 1).

[4] Chen Min. Discussion on effective teaching scheme of biology in junior middle school [J]. New curriculum? Middle school, 20 14(9).

[5] Wang Zhixuan. Related research on improving the efficiency of junior high school biology experiment teaching [J]. Curriculum education research: new teacher teaching, 20 14( 18).

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