Biology, as a subject based on experiments, studies the movement, structure and changes of all substances in nature and the basic laws of material interaction, which has strong practicality and scientific rigor. The following is my reflection on seventh grade biology teaching, I hope you like it!
Reflection on seventh-grade biology teaching 1 reflection on seventh-grade biology volume 2 hormone regulation teaching;
Hormone regulation. Around the common hormone diseases, let students carry out autonomous learning, group discussion and inquiry learning, and let students be "doctors" to analyze various diseases caused by hormone imbalance. This is the biggest highlight of this chapter and this section. The discussion was very smooth, in-depth and enthusiastic. Through the discussion of these cases, students' great interest in learning was aroused.
The content of this part is unfamiliar to students. How do you react when you suddenly encounter a dangerous situation, such as suddenly finding a snake in front of you? (Show a picture of a snake on the big screen at the same time) Create a scene and introduce a new lesson. Then review the old knowledge, endocrine glands further extend to endocrine glands, which secrete hormones. Finally, the question is: which system of the human body is composed of endocrine glands?
One of the highlights of this class: the biggest highlight of this class is that we broke through the difficulties and started the inquiry learning of this class under the guidance of the teacher.
Highlight 2: It is particularly important for teachers to handle teaching materials skillfully. Introduce topics through common diseases such as gigantism, dwarfism, big neck disease and diabetes in teaching. The main differences between endocrine glands and exocrine glands and the regulating effects of three hormones (growth hormone, thyroid hormone and insulin) are studied through the classroom with the clue of analyzing diseases.
Highlight 3: In the teaching process, teachers can let students play the role of "doctors" to diagnose, analyze and treat several diseases caused by hormone imbalance. In class, we ask students to identify gigantism, dwarfism, big neck disease and diabetes, and analyze their causes, the production sites of related hormones, and point out their treatment methods. These questions require students to find information to get answers before class. This process is an inquiry learning process, which well cultivates students' autonomous learning ability. In addition, on the one hand, this novel way can improve students' learning enthusiasm, so that students can easily and firmly master the knowledge of hormone regulation, on the other hand, it can help students learn some medical knowledge, including the mechanism and treatment of diseases, feel the pleasure of being a "doctor", and let students realize that medicine and biology are closely related, and biology is a very meaningful basic discipline. We find that this teaching method combined with real life scenes can stimulate students' interest in learning and make them remember deeply. The students are glad to hear the teacher tell some life stories. I think we should pay more attention to telling students some examples in life in future lectures, and educate students to pay attention to observation in life, learn biological knowledge from life and apply it to life. At the same time, let students experience the joy of success in the learning process. We also pay attention to emotional education for the students in this class. Through the study of this course, we have a deeper understanding of the causes of diseases, patients' pain and helplessness, and patients' misfortune, which can stimulate students' love and urge them to study scientific and cultural knowledge hard, thus relieving patients' pain and making people's lives better. At the same time, this class also makes students realize the importance of health and improve their awareness of protecting their bodies and exercising. At the beginning of the class, the content is not handled well enough, and I always feel that there is not enough time to complete the knowledge points. After my efforts, I finally made a breakthrough. The class schedule has been improved and good teaching results have been achieved.
In this semester, I gradually tried to apply the theory of "goal-oriented teaching" to my junior high school biology teaching class. In my opinion, "target teaching" is simply a series of teaching activities of teachers and students in the classroom. Based on a series of simple and operable teaching objectives, the vast majority of students finally achieve the predetermined teaching objectives as the end point of the teaching management process. The framework of "target teaching" is a five-stage model of "guiding-guiding learning-guiding practice-guiding evaluation-guiding conclusion", but we can't simply, mechanically or even mechanically apply it to specific classroom teaching. For example, the process of guiding marking may make it easy for high school students to follow the teaching objectives and test whether the three-dimensional goals meet the standards in practice and evaluation, but in junior high school biology teaching, I find this effect is not very obvious.
Junior high school students have the following learning characteristics in learning:
(1) The consciousness and initiative of learning are weak, but they are more dependent on learning, especially the seventh-grade students.
(2) Imagery thinking is dominant, and abstract thinking develops rapidly with the rise of grade.
(3) It is easy to learn to be interested in the vivid examples of teachers, but tired of rigorous theoretical analysis and logical reasoning.
Therefore, some students are prone to visual fatigue after seeing many small goals, and sometimes feel bored, so they start to be distracted and lose interest. So if the learning motivation is not strong, imagine the effect of practice, and the effect of reaching the standard is self-evident.
In view of these characteristics of junior high school students, I think that goal-oriented teaching can adopt these links in junior high school biology, that is, "attracting interest-trying-feedback-summarizing"
First, interest-stimulating students' curiosity and interest is the driving force for learning. In the process of teaching, teachers can use various teaching methods to stimulate students' interest in learning, stimulate students' desire for knowledge, and make students feel happy in the process of learning. With the deepening of this emotional experience, there is a need for further study. Teachers can tell vivid biological history and list common biological phenomena in students' lives through vivid and interesting biological demonstration experiments or simple student experiments, and set up doubts in various ways to stimulate students' interest in learning and arouse their curiosity in explaining biological phenomena and exploring new problems. When students are in doubt and need to know the problem, let them learn the textbook by themselves, so that they can concentrate on their studies and get good grades by themselves. For example, when the author talks about the influence of environment on biological life, he asks students to catch rat wives in groups before class and sends them a series of discussion questions, such as "Where can I catch them easily?" "What will affect their lives?" "How do you verify your conclusion with others?" And other issues, through this exploration of experimental settings, students' interest in learning is stimulated, which naturally leads to the next link.
Second, try-let students learn to teach themselves. The teacher distributes the self-study syllabus, that is, the decomposed learning objectives. According to the self-study syllabus, students can read textbooks by themselves or discuss in groups of four. Sometimes teachers will use questions to guide students to master their learning goals. Teachers' itinerant teaching can summarize and guide the problems in self-study, but it cannot replace the arrangement, mainly to understand the self-study situation. For example, when introducing the section "Biological adaptation and its impact on the environment", you can simply present the objectives to students: (1) Give some examples of biological adaptation to the environment; (2) Give some examples of biological impact on the environment; (3) Biological adaptation and its impact on the environment, agreeing with the viewpoint of protecting organisms. Then, ask the students to discuss in groups of 4 for 5 minutes. Students will give many examples in the process of learning. Teachers should correct mistakes and explain in time in this process, and pay attention to guiding students to discuss closely around the discussion topic. For individual students to ask questions beyond the requirements of the textbook, teachers should affirm the depth of the questions raised by students and guide them to read relevant books after class to prevent the discussion from rambling and affecting the teaching progress. Of course, we should also pay attention to ensuring that there is enough time for students to fully express their opinions. It is estimated that students will guide, enlighten and supplement when they have no spare time to discuss, and it is forbidden to discuss and end in a hurry. Then, the teacher organizes the whole class to summarize and sort out the common problems by combining the key points and difficulties of the textbook (because usually the key points and difficulties can not be solved by self-study) and the problems existing in students' self-study.
Third, feedback-try to understand that students' target teaching is achieved through feedback of teaching information. In classroom teaching, teachers should detect students' learning situation in time and take corresponding measures according to the detected situation, so that the vast majority of students can achieve the predetermined teaching goals. The form of the test is generally the form of asking questions or writing exercises. Of course, you can also try to use some written tests to let more students participate, and the effect is more effective. After each knowledge point is explained, you can choose some "small, precise and lively" exercises to test, so as to determine the students' knowledge, and give targeted group or individual counseling according to the problems exposed in the test, so that the vast majority of students can meet the requirements of teaching objectives. Teachers fully understand the feedback information in teaching and realize the optimal control of the teaching process, which is conducive to consolidating the knowledge learned by students and improving the achievement of teaching objectives, thus improving the quality of classroom teaching.
Fourth, summary-break the whole into parts to ensure the quality of teaching. In order to ensure the teaching quality, it is necessary to summarize in the target teaching. This will help students integrate various small goals and finally achieve the overall goal, help students master knowledge systematically, and help students reproduce and refine knowledge in future study.
Reflection on Biology Teaching in Grade 7 This section is the basic way of nerve regulation in Chapter 6, Unit 4, Volume 2 of PEP 20_ Curriculum Standard Edition. This section occupies an important position in this chapter and plays a connecting role. However, the contents of this section, such as the concept of reflection and the process of reflex arc completion, are abstract and difficult to understand. If it is not handled well, it will be very boring, and students have no interest in learning, so it is difficult to really understand and master it. The purpose of teachers' teaching is how to make abstract content easy to learn and understand scientific concepts through students' personal experience. In view of the background that the teaching materials involve many contents and knowledge is systematic, this course takes "biological contact with life", "life application theory" and "theoretical practice life" as the main design threads, pays attention to the synchronous development of knowledge line and method line, creates opportunities for students to think, analyze, communicate and express, and fully embodies the teaching concept that "students are the masters of learning". While paying equal attention to knowledge and methods, it is also the key content of teaching design to cultivate students' humanistic quality, so that they can establish a healthy attitude towards life and pay attention to social hotspots.
Before studying this course, students have mastered the physiological structure characteristics of several major human systems, the composition of human sensory organs and nervous system, and had the experience of life phenomenon and activity adjustment; However, as far as the students in our school are concerned, the concepts of experience and knowledge gained in practice cannot be effectively memorized and systematically processed before application, and teachers are needed to guide them. Students take the initiative, interest is easy to stimulate, but lack cooperation and patience.
According to the curriculum standards and students' situation, the learning objectives of this lesson are:
1. Summarize the basic ways of human neural regulation and describe the structure of reflex arc.
2. Distinguish reflections by their own performance in life, including simple reflections and complex reflections.
3, through experiments, inquiry, games and other activities, learn learning methods, improve the ability of cooperation with others and scientific inquiry.
The key and difficult points of students' learning and understanding are:
1. Summarize the basic ways of human neuroregulation.
2. Describe the structure of reflex arc.
3. Illustrate that reflection includes simple reflection and complex reflection.
To sum up, in order to better achieve the learning objectives, I designed the teaching mode of "five steps and three checks" for this course, and gave students the space for autonomous learning through the tutoring plan for learning and understanding the basic knowledge; When breaking through the difficulties, in addition to the scenes provided by the textbook, I also designed two groups of small games.
1, Turn Competition: One player in each group completed the turn competition with four positive passwords and four negative passwords, and the whole class applauded the students with quick response and standard movements.
2. Raise your hand competition: The whole class and teachers stand in a circle, and their hands naturally droop. The students who participated in the turn competition gave positive password, negative password, hand index (one raised his left hand and two raised his right hand) and anti-gesture respectively. Through the game, students can fully understand the feelings of ears and eyes on stimulation, the central nervous system's processing of information and sending out command signals, and the influence of limbs on command signals. On the basis of this perceptual knowledge, in order to let students know the content of "reflex arc" rationally, I designed an extended experiment: the experiment of measuring reaction speed. In the group, the reaction speed of each student's left and right hands was measured with and without interference, and the data were recorded four times in the experiment and averaged. This experiment process fully embodies the consciousness of group inquiry and cooperation. By setting up control experiments, the rigorous scientific experiment inquiry process is realized and implemented, and the ability of collecting, sorting and analyzing data is improved.
This lesson is completed in the mode of "five steps and three inspections". Through tutoring, small games and experiments, students' enthusiasm for learning is greatly stimulated, and a platform is built for students' cooperative exploration and display, so that students' dominant position can be reflected, teachers' dominant position can be brought into play, and students' experimental operation ability can be improved. If we can properly use multimedia equipment to expand learning resources and space, the corresponding effect will be better.
Reflections on biology teaching in seventh grade. The new curriculum advocates student-centered and inquiry-based teaching for all students, and requires changing teachers' teaching methods and students' learning methods. Teachers should guide students to actively participate in learning and experience the whole learning process, not instill it. The design of this lesson attempts to reflect this feature.
2. In this class, students' interest is stimulated through data and experimental demonstration, so that students can acquire knowledge through experiments and explore experiences independently, and multimedia animation courseware is used to assist teaching, which not only solves the key points and difficulties, but also fully mobilizes students' initiative and enthusiasm in learning, and realizes the active inquiry teaching concept with students as the main body and teachers as the leading factor.
3. By letting students use knowledge to solve practical problems, they can not only consolidate and use knowledge in time, but also cultivate students' ability to integrate theory with practice, gain a sense of accomplishment and experience the value of knowledge.
This lesson focuses on exploring the learning guidance method, with the help of various teaching methods, according to the contact network of various knowledge points, in the process of teachers' questioning and students' thinking and answering questions, the knowledge is passed on to students, and the guidance of learning methods is subtly given. In teaching, we use subsection feedback to check students' mastery of each knowledge block, adjust classroom teaching in turn and optimize classroom structure. Usually, students do not pay enough attention to the transpiration of plants and its significance to plant life. How to give full play to the leading role of students and teachers, embody the curriculum concept of advocating inquiry teaching in the new curriculum, and realize the teaching objectives is the focus of this lesson. In this lesson, teachers should first stimulate students' interest in inquiry.
Secondly, prepare well before this class. Some students show the experimental results of measuring plant transpiration prepared before class and describe the experimental phenomena. Some teachers show the demonstration experiments of plant transpiration. On the basis of experimental evidence, guide students to analyze experimental phenomena, discuss and communicate, and get the concept of plant transpiration. From concrete to abstract, it guides students to explore well. In the teaching process, the teacher designed a series of questions to stimulate students' interest in active inquiry and keep their enthusiasm for inquiry.
At the same time, teachers also use courseware to solve the teaching difficulty "the principle of opening and closing air holes", and prepare resources and materials for students to explore by collecting students' data and the data provided by teachers. After class, let students further explore the distribution of stomata through DIY, and cultivate students' spirit of being willing to explore.
The whole inquiry process is carried out by students themselves, and the division of labor and cooperation cultivate students' sense of responsibility and develop students' inquiry ability.
The reflection on biology teaching in seventh grade is 5 1, and the actual situation of students is not seriously analyzed.
Before class, I proudly designed a series of questions, hoping to guide students to draw conclusions or definitions through their own independent thinking or group discussion, so that they can have a deeper memory of the whole knowledge they have learned. However, I didn't expect that many of the basic knowledge that students had learned before were forgotten or could not be transferred to this chapter well, which led to many questions being answered by themselves, which didn't play a good guiding role and the classroom effect was not very good. This made me fully realize that I should design my own teaching process according to the students' reality.
2. I didn't understand the teaching reference carefully.
I didn't seriously think about the difficulties mentioned in the teaching reference, but simply referred to a few words in the teaching reference, without analyzing how to help students break through the difficulties. For example, the process and conditions, key points and difficulties of cell culture in this section. If students can be given enough time to watch the illustrations by themselves, and then analyze each illustration one by one with students, then students will have a deeper understanding of the whole cell culture process, thus effectively solving the important and difficult points. After reading the process, we will give some exercises a small test here, which will be even more icing on the cake. This makes me deeply realize that the center of preparing lessons should be the center of thinking about how to help students break through difficulties in future teaching.
3. Some explanations are not in place.
For example, when introducing the concepts of primary culture and subculture, students' reference books say that primary culture is primary culture after digestion and subculture is bottle culture after reprocessing. This is just an interpretation of the words in the book. In fact, students don't really understand the meaning of' generation', and some students understand it as the number of cell divisions. Teachers and students should ask this question in time and come to the conclusion that the' generation' here should be the number of bottle cultures rather than the number of cell divisions.
When introducing the conditions of animal cell culture, new serum is mentioned in the nutritional conditions. What is the function of adding serum? From the above point of view, the answer is that the nutrients needed by cells are not fully understood, so adding serum can actually let students experience the use of serum through the little knowledge next to the text. Serum contains some substances that promote the growth and appreciation of cells, so that they not only have a better understanding of knowledge, but also can train students to analyze problems themselves.
4. Students' dominant position is not reflected.
In teaching, we should strengthen students' subjective consciousness, develop students' potential, make students' personality develop harmoniously at the same time, and make knowledge not only the content of lectures and exams, but also the carrier and material that is conducive to the overall improvement of students' comprehensive quality. Teachers should be good at designing enlightening questions and creating inquiry situations according to the contents of textbooks and students' psychological state, so as to stimulate students' desire to think and explore, so as to achieve the goal of cultivating students' multi-faceted abilities while acquiring knowledge.
What I have done in this respect is also lacking. For example, introducing the application of animal cell culture, I mainly explain, students find relevant content in books, which is very boring. After class, I want to give students some information to analyze the application of cell engineering by themselves. For example, information is provided: varicella vaccine is a vaccine obtained by culturing and multiplying varicella virus in human MRC5 cells and strictly attenuating it; Sudan red is an artificial pigment (industrial dye). It is metabolized into corresponding amines in human body, which may lead to an increase in the incidence of human liver cancer. Using mouse cells as experimental materials, the researchers used "animal cell culture technology" to detect the toxicity of Sudan red. Can students tell the process of producing varicella vaccine by animal cell culture technology? And experimental steps. Teachers should supplement and improve the application of animal cell culture.
5. Inappropriate situation creation
Show two pictures of patients with different burn degrees in the class introduction. Ask how to treat? How to get a lot of healthy autologous skin for treatment? My aim is to introduce animal cell culture by cultivating human skin cells. But this is a lack of factual basis. At present, the clinical treatment for patients with large area burns is to transplant the skin of other parts of the patient, but it is impossible to cultivate skin cells. Therefore, such a seemingly appropriate false situation is actually untrue. It is likely that students will not think about cell culture at all.
6. There is still some singleness in classroom teaching methods.
This section is mainly explained by teachers, supplemented by students' discussion. There is no good use of comparative method to distinguish some concepts, and there is no good connection between the knowledge learned before and after. For example, when comparing plant tissue culture with animal cell culture, students can first review the previous plant tissue culture process and some principles and methods involved, and then compare it with what is said in this section, and the results will be clear at a glance.
7. Lack of adaptability
There is such a topic in my design: when cultivating animal cells, embryos are usually taken.
Tissues or tissues or organs of young animals, please explain why? Some students replied: tissue cells with low degree of differentiation are easy to culture, because cells with low degree of differentiation have high totipotency. When I heard that this answer was different from my standard answer, I immediately denied his answer, published the correct answer, and then continued to explain according to my own preset process. I reflected after class, which is a focus worthy of discussion. He will answer this question, perhaps most of them think so, because the concept of totipotency was involved in the plant tissue culture we just talked about in the last section, and my hasty explanation missed the best opportunity for discussion. If I ask a group to evaluate, the students will keep thinking and arguing until they find the right answer. I think students will remember the principle of animal cell culture all their lives. Can really distinguish the difference between animal cell culture and plant tissue culture. This problem is mainly caused by my ignorance of teaching materials and students, which makes me fully aware that I should think more from the perspective of students, learn to improvise and adjust the teaching process according to the actual situation of students.