How to carry out inquiry experimental teaching in junior high school biology classroom

Experimental teaching is an indispensable part of junior high school biology teaching. It is an effective way to train students to observe life phenomena, attract their attention, stimulate their interest in learning and cultivate their various abilities. It is also an effective way to help students understand the basic concepts and principles of biology. Improving students' inquiry ability and practical ability through experimental teaching. In the new curriculum standard biology teaching, the proportion of experimental courses has increased, not only demonstrating experiments, but also paying more attention to students' grouping experiments. Therefore, the examination of experimental courses is an important part of the final exam, so it is particularly important to effectively carry out experimental teaching of biology courses and give full play to the unique role of experimental courses. Therefore, in my long-term biology teaching, I made the following attempts.

First, prepare the experimental group before the experimental class.

1. The significance of the experimental group is not only to use the same set of experimental equipment, but also a small unit of experimental teaching and management, and a basic unit for evaluating experimental results. What team members do, discipline and cooperation are the key to the success of the experimental group. So before the experimental class, according to the experimental content, the whole class was divided into several experimental groups with relatively fixed seats, with four people in each group. A team leader is responsible for the discussion and communication of the group, a disciplinary committee member is responsible for maintaining the order of the group, and a recorder is responsible for recording the experimental phenomena and the personal situation of the group members' discussion and communication, and grading the group members. This way of division of labor and cooperation avoids headless running.

2. Train the team leader in advance before class. Including the collection and preparation of materials used in the experiment, the preparation and preparation of drugs, the understanding of the whole experimental process, the clarification of experimental essentials and precautions, the explanation and treatment of common problems, etc. For more difficult experiments, we can urge the group leader to try in advance, which can not only reduce the workload of teachers, but also help teachers patrol and guide in class, and also cultivate and exercise students' practical ability.

3. Make an evaluation plan before class. Before the experiment class, according to the purpose and steps of the experiment and related matters needing attention, make clear and detailed scoring rules for this class, but not too much and too detailed. The key is to facilitate classroom implementation. I used four grades, A, B, C and D, to evaluate the group experiment, such as the lesson "Observing the structure of seeds". I made five scoring rules:

(1) When observing kidney bean seeds, members of each group can identify the structure of each part of the seeds according to the illustrations in the textbook, and get a D grade.

(2) When observing corn seeds, those who can dissect according to the anatomical method in the textbook will be promoted to Grade C..

(3) Those who can complete the discussion questions and fill in the answers will be promoted to Class B.

(4) Fill in the experimental report carefully, record the difference between kidney beans and corn seeds, and the same score will be promoted to Grade A. ..