Reflection on the Teaching of Bacteria 1 The design of this class is very scientific. During the period of independent reading, students solved most of the puzzles in knowledge, and strengthened and consolidated the basic knowledge through group help and knowledge sorting after reading.
This section focuses on the cultivation of ability goals and emotional goals, and cultivates students' comparative analysis ability through the questions of "comparing the similarities and differences between bacteria and animal and plant cells" and "inferring bacteria and nutrition methods according to the structure of bacteria". Suppose you have 100 bacteria in your hand, and its reproduction speed is 30 minutes. If you don't wash your hands, what is the number of bacteria on your hands after 4 hours? " Cultivate students' ability to interpret and analyze data; Through the question of "Before operation, surgeons should be strictly disinfected, and sterile masks and gloves should be worn during operation", students' ability to integrate theory with practice and apply what they have learned is cultivated.
Existing shortcomings:
The difference between spores and spores is not well understood by students when they study independently. Through the teacher's fine talk, it can be clear that spores are germ cells and spores are dormant bodies of bacteria, but when it comes to practical application, they still can't be applied flexibly.
Reflection on the Teaching of Bacterium 2 This course is a teaching activity with students as the main body under the guidance of teachers, which is completed by teachers and students in activities to change the teaching mode of teachers' full-time irrigation and fully mobilize students' learning enthusiasm. Let me start with the types of bacteria and fungi that students already know: Do you know which bacteria and fungi are harmful to human body? What are the benefits? Students often think of harm, and then at first glance, bacteria and fungi are still good for human beings. The introduction of this lesson is concise and vivid, which is easy to cause students to scream.
Because we are a rural school, we have seen the process of parents' operation in the process of making steamed bread at home, so we are more active and easier to get up. Ask the students to prepare some bags before class. Starting with the prepared bags, what methods can be used to preserve food? When students introduce other food preservation methods such as freezing, cold storage, ultraviolet rays and preservatives, they can discuss which food preservation methods are not conducive to human health. They can also make full use of students' own packaging bags to see if the ingredients on the packaging bags contain common preservatives, and remind students to eat as little food containing preservatives as possible to achieve the emotional purpose of caring for human health.
Generally speaking, the teaching goal of this class has been achieved, which is closely related to students' real life and students' participation is wide. We also pay attention to the evaluation of students. However, some teaching designs need to be improved in detail to avoid minor mistakes.
Reflections on the third part of the teaching of bacteria. There are several points in this course that I think are handled better:
1, when it comes to fungi participating in the material cycle as decomposers, I turn the schematic diagram of the textbook into a table, which makes students see at a glance and is more conducive to understanding and memory.
2. When fungi cause diseases to animals, plants and people, arranging students to consult relevant contents before class and communicate in class can improve students' learning initiative and expand a lot of knowledge outside textbooks.
Speaking of * * * students, students will give many extracurricular examples, and the learning atmosphere will be stimulated at once. Through these examples, students can better understand the meaning of * * * students.
Disadvantages:
Only a small part of the task of consulting materials before class can be completed consciously, and most students still don't pay attention to it. Although the extra points were used, the initiative of most students could not be stimulated. This is related to the status of biology.
Reflections on the teaching of bacteria 4 This course is a biology teaching activity based on students' understanding of ecosystem, bacteria and fungi. It was designed by summing up my experience and lessons after many lectures. In order to stimulate students' interest in learning, teachers first put forward to play videos, go straight to the subject and ask questions, so that students can think and discuss the role of bacteria and fungi in nature with interesting questions and practice active learning methods. Then ask the students to give examples of bacteria and fungi that happen to themselves or around them and make people and animals sick. Make students understand the influence of bacteria and fungi on human beings, animals and plants. This part of the teaching is close to students' real life.
In the teaching of "Bacteria and Fungi and Animals and Plants * * * * *", we pay more attention to let students discuss the formation mechanism and significance of * * * * phenomena such as nodules in groups with the help of objects, pictures, words and videos, and further discuss the * * * * * phenomena occurring in animals and human bodies and their functions.
In the skill training of "experimental scheme evaluation", students should pay special attention to the scientific nature of experimental design, which is an important link to improve their inquiry ability. Under the guidance of teachers, through the evaluation and analysis of three experimental schemes, it is more conducive to cultivating students' ability to design experimental schemes to understand the reasons why each experimental scheme is feasible or imperfect.
In this class, students participate in different forms of activities and learn the role of bacteria and fungi in nature, which embodies the learning mode of students' participation, inquiry and cooperation advocated by the new curriculum standard and cultivates students' various abilities. At the same time, it also guides students how to prevent certain diseases and learn to choose a healthy lifestyle.
Teaching Reflection on "Bacteria" 5 In classroom teaching, many teachers now think that inquiry learning is mainly based on student activities, so that the classroom is handed over to students and the responsibilities of teachers are reduced. They often ignore the guidance of the process and only pay attention to the superficial excitement. Few teachers accurately guide, guide and evaluate the teaching process, but only show the form of inquiry activities, without substantive communication and real thinking collision between teachers and students. Based on the above understanding, I pay attention to the role of guide, collaborator and promoter in all aspects of inquiry learning in this class.
For example, at the beginning of this class, the introduction is designed like this. We know the colony of bacteria, so how is the structure of bacteria formed?
Guide students to have interest in learning and stimulate their desire to learn. Then show the learning objectives and guide the students to a learning direction. The whole classroom teaching obtains knowledge through students' observation, analysis, discussion and other learning methods, and listens carefully to students' speeches in group cooperative discussions, and gives me serious hints for what students can't understand and speak clearly.
Such as discussion in observation and thinking.
1. What are the characteristics of bacteria?
Students don't quite understand, so I asked them to draw a structural diagram of animal and plant cells and compare them, and sum up what special structures bacteria don't have. Let students sum up that the structural characteristics of bacteria are "cell wall, no nucleus and chloroplast, and genetic material-DNA".
2. According to the structure of bacteria, what is the nutritional mode of bacteria?
I asked, "What is the role of chloroplasts in plant cells? How can bacterial cells survive without chloroplasts? According to my question, students can discuss that its nutritional mode is heterotrophic. " At the same time, I also pay attention to the characteristics of biology and lose no time to cultivate students to develop good hygiene habits.
In short, in teaching, we should prepare lessons carefully, find out the important and difficult points, and find out the ways to break through them. In the discussion, teachers should carefully prepare questions to guide students' discussion, and also play the role of teachers' classroom guidance to guide students' study and discussion. Teachers must re-examine and position their roles, change their teaching strategies, give full play to their roles, and become the best guides and traveling companions in students' minds.
The sixth part of reflection on the teaching of Bacteria is mainly to strengthen the concept of students' ability to sum up what they have learned. In the teaching of this course, efforts are made to create situations, so that students can actively participate in the summary of problems, cultivate students' awareness of participation and innovation, and cultivate students' ability of independent learning and cooperative communication.
In addition, through the visual multimedia teaching method, knowledge is more easily accepted by students, which not only cultivates students' interest, but also cultivates students' ability to observe and solve problems, which fully embodies the main role of students and the leading role of teachers. In the teaching process, I pay attention to making students think and then sum up. The disadvantage is that although students are interested in multimedia classrooms, it is not conducive to the accurate control of teaching time and affects the actual teaching effect. Applying what you have learned is the purpose of learning. Putting knowledge learning into the analysis of life phenomena can effectively avoid the disconnection between knowledge and life, and also help to reduce the difficulty of learning and stimulate students' enthusiasm for learning. For the micro-world, students lack in-depth understanding, and students' understanding of what they have learned is the key to mastering knowledge. The classroom teaching under the guidance of the new curriculum emphasizes the cultivation of students' ability, and emphasizes that students' inquiry process and emotional experience are very open, which truly embodies people-oriented. I think we should not only pay attention to students' personality development and emotional experience in class, but also pay attention to cultivating students' interest in learning. Promote students to study efficiently and actively, thus forming good learning quality.
In addition, we should pay attention to the fact that students don't give negative answers in time when the answers are incorrect, so as not to dampen their enthusiasm for learning, sum up their answers in time, cultivate students' summing-up ability, and guide them in time with educational opportunities, and sometimes they will get unexpected good results. This is my experience after this class.
Reflections on the Teaching of Chapter VII of Bacteriology This course aims to promote students' all-round, harmonious, active, free and full development through students' autonomous learning after class and the strong guidance of teachers in class.
First, pay attention to students' careful reading of textbooks and solve problems in teaching.
Because this course involves the concept and operation of microbial technology, students have little knowledge in this field. Therefore, in class, I guide students to read the textbook carefully and summarize the characteristics and operation methods. In order to make up for the vague application of some students' preview. For example, before students make a study plan, we give our classmates two minutes to read the textbook. Draw the key points and difficulties according to the teaching objectives, and mark the ones you don't understand in the textbook. This improves the classroom efficiency and cultivates students' good habit of relying on textbooks to find answers to questions in their studies.
Second, create a reasonable situation to stimulate students' interest in learning
Creating vivid question situations can effectively improve students' interest in scientific inquiry and build an effective bridge between learners and knowledge. For example, when introducing a new class, it is often seen that steamed bread has some "hairs" in summer, which are molds in fungi. In addition, there are many invisible bacteria around us, so how do bacteria and fungi exist in nature? It not only stimulates students' interest in learning, but also makes students realize that bacteria and most fungi are "small" and "widely distributed". For another example, students only have a general impression of the general cultivation methods of bacteria and fungi from a few short lines in the book, and students should apply these methods and steps in future exploration activities. I don't think students usually accumulate this knowledge. Therefore, teachers should guide students to have group discussions in teaching, which not only clears the obstacles for students' inquiry learning, but also broadens their horizons.
Due to time constraints, this class did not fully discuss the presentation of the design scheme, only two groups were shown. Inter-group evaluation has not been fully carried out. In future teaching, we should pay attention to the reasonable arrangement of time.
Reflections on the teaching of bacteria. Distribution of bacteria and fungi. My general idea is: first, let students distinguish bacterial colonies from fungal colonies. I think preparing physical objects can stimulate students' enthusiasm for inquiry, so I prepared moldy foods such as tomatoes, onions and steamed bread. The advantages of tomatoes and onions are that although they are moldy, they are hard and will not offend students, and their hyphae are clear. The advantage of steamed bread is that it is rich in colonies, and the colonies of various colors are obvious, which is beneficial for students to better distinguish bacteria from fungi. Secondly, the production of culture medium is very simple, which is an indispensable condition for exploring and detecting bacteria and fungi in different environments, and it is also the most easily overlooked link in previous teaching. Because there is no agar in general laboratories, it is very troublesome to make culture medium, but it is a very simple thing to configure it through personal experiments, which is not as difficult as expected. Third, the operation of the inquiry experiment, with the culture medium, this inquiry experiment is easy to operate. Unfortunately, I can't see the experimental results in this class, so I use cultured bacteria and fungi to show the results to enhance the credibility of the experiment. If students can see their own experimental results, the effect will be better. I think this experiment is more important to instill the method of inquiry experiment in students. In the past, it was difficult for students of exploratory experiments to think of controlled experiments, so this lesson is a good material to strengthen controlled experiments, so we should grasp it well. Therefore, I tried to educate children to develop the good habit of washing hands before meals through pre-exploration exercises, strengthen students to set up control experiments, and find ways for kindergarten teachers. In this way, the controlled experiment in the inquiry experiment can go deep into the students' minds. I think the greater role of this inquiry experiment is to educate students to develop good hygiene habits and let their emotions, attitudes and values go deep into their hearts.
The deficiency of this course lies in the weak language skills in the teaching process, which can not effectively stimulate students' desire to explore. Teachers talk too much and fail to guide students' creative ability to achieve the preset goals. When observing the difference between bacteria and fungi, each group can provide bacteria and fungi cultured in the culture medium, and the teaching effect will be better.
The sixth grade is the grade I just took over. For the students of this grade, I took a semester class in Grade Two, but because it has been more than four years, I don't know much about the students. In class, after clarifying our requirements, I am going to get familiar with students and organize them to carry out learning activities.
Although I have told my classmates to actively carry the homework and materials assigned by the teacher, students still can't carry the relevant materials on time in teaching. The situation in these two classes is slightly different. There are three girls in class one who collect and carry information, and there are more students in class two who carry relevant information, about 5-6 students. But for a class of more than 40 students, this ratio is really too small. Therefore, students inspire students and guide them to actively collect materials for learning activities.
1. Praise and encourage students who collect and share materials. Encourage and praise those students who actively share their collected materials with the whole class in class, so as to stimulate students' learning activities, improve their interest and enthusiasm in learning, and help students improve their sense of accomplishment and identity. In this way, students can study more actively in the next study.
2. Give active communication and talk to students who are not actively attending classes and collecting learning materials. In the process of conversation, understand the reasons why students don't collect materials and explore the reasons why students don't listen to students share materials in class. In this way, students can find their own shortcomings in learning and let them actively carry out the next step of learning.
3. In order to better organize students to collect and share information, the task arrangement has been refined. First of all, we divide the students into groups, and at the same time, I actively arrange the tasks that students finish after class. In the process of arrangement, let the students divide their work actively, and let them know their learning and data collection tasks more clearly.
I want to be a lazy teacher. I think I have been a little too diligent in the past two classes. I think it is necessary to organize students to study, share, explore, summarize and report in class. In this way, students will study and study slowly. So this kind of study needs teachers to organize students to prepare lessons actively after class. So as to exercise their learning ability.
Reflection on the teaching of bacteria 10 This section mainly focuses on the beneficial aspects of bacteria and fungi to human beings, that is, people use bacteria and fungi to make fermented food and how to control them to preserve food, which is closely related to real life. It lets students know that many things we usually eat, as well as their preservation methods, are due to the role of bacteria and fungi. In the first section of this chapter, we have studied the relationship between bacteria and fungi and human life, but they all exposed their harmful side. Therefore, students are not only curious and curious about the content of this lesson, but also have an impulse to make fermented food.
Although the knowledge structure of this section is not complicated, its content and form can not be ignored from the perspective of science and technology and real life, because it provides very good materials and opportunities for improving students' practical ability and experiencing the application of knowledge and technology in real life.
This course mainly studies two aspects: first, the production of bacteria, fungi and food, including demonstrating fermentation experiments, making liqueur, making kimchi and making yogurt. The second is the preservation of bacteria, fungi and food.
In this class, under the guidance of the teacher, students successfully completed the work of consulting materials, exploring together, practicing, making courseware, expressing and communicating through group cooperation, which not only improved students' various abilities, but also cultivated the spirit of mutual cooperation. More importantly, they really experienced the application of knowledge and technology in real life. Through the feelings of after-class communication and conversation with classmates, many students realized:
(1) Although the score of biology subjects in the senior high school entrance examination is very small, it is really useful in real life.
(2) The teaching method of this class gives students more opportunities for cooperation and creates conditions for promoting harmonious relations among students.
(3) This teaching method provides students with broader knowledge and practice space, which is conducive to tapping their potential.
(4) Through the study of this class, students who had poor grades in other subjects had a strong interest in biology class.
In a word, I think this teaching method has achieved good teaching results, and I will use this teaching method more in the future.
Reflections on the teaching of bacteria 1 1 "bacteria" is the content of the second section of Chapter 4 of Unit 5. This lesson mainly introduces the discovery, morphological structure, nutrition and reproduction of bacteria. Learning this lesson well can lay a certain foundation for studying fungi and viruses later. Through the practical teaching of this course, I have the following understandings:
1. Create a scene to stimulate interest.
Suhomlinski said: "If teachers are eager to impart knowledge without trying to make students feel emotional and excited, then this kind of knowledge can only make students have an indifferent attitude. And make emotional mental work bring fatigue. " At the beginning of class, teachers should consciously create vivid and interesting teaching scenes related to what they have learned, so that students can enter the role with a strong desire to learn. At the beginning of this class, I first reported the Japanese germ war against China with multimedia, and attracted the students' attention with a low tone: "The germ war took away many precious lives of China people, so why are the germs so powerful?" What do bacteria look like? ""Who discovered bacteria? " "All bacteria are harmful to human beings? "This not only stimulated students' interest in learning, but also created a good start for detecting bacteria, and also carried out emotional education for students.
2. Make good use of multimedia
This lesson introduces the discovery of bacteria in a long paragraph. If students are allowed to gain knowledge by reading words, they will not be interested in learning and will not achieve their knowledge goals. I made a video of the experiment of Pasteur Goose Neck Bottle through multimedia, which brought back the students' hearts at once and left a deep impression on them. It not only stimulated students' interest in learning, but also helped them to understand and master the teaching content, which made up for the shortcomings of traditional teaching methods in intuition, three-dimensional sense and dynamic sense, made some abstract and difficult contents easy to understand and master, and achieved results that traditional teaching methods could not achieve.
3. Pay attention to the connection of knowledge before and after.
Before learning bacteria, students have learned the structure of animal and plant cells, so after learning the structure of bacteria in this class, I organized students to compare the differences between bacteria and animal and plant cell structures, and draw new knowledge through analysis and reasoning, such as deducing the nutritional model of bacteria from bacteria without chloroplasts and eukaryotes and prokaryotes. This not only conforms to students' cognitive rules, but also plays a role in consolidating knowledge.
This course also has many shortcomings, such as unreasonable allocation of class hours, poor improvisation ability in class and insufficient refinement of language. I will gradually improve in the future teaching.
Reflections on the teaching of bacteria 12 "The utilization of bacteria and fungi by human beings" is two class hours in the teaching arrangement, and this class is the first class hour. I think one of the highlights of this course is the introduction of new courses. I will ask the students to name the bacteria and fungi they have learned in the form of relay race, and then ask them to tell which bacteria and fungi are harmful to human body. What are the benefits? Students often think of harm, and then at first glance, bacteria and fungi are still good for human beings. The center of the whole class is "repairing" bacteria and fungi. This way of introduction makes students full of strong desire for knowledge before learning new knowledge.
The second highlight is to learn the knowledge of bacteria, fungi and food production. Before class, students are required to complete the experiment of fermentation phenomenon in groups. In class, let the successful students talk about their own production methods and experimental phenomena, and then let the students observe the phenomena through animation, so as to stimulate students' interest in learning, visualize abstract knowledge and facilitate students to master the principle of fermentation phenomena.
The third highlight is that when explaining the knowledge of bacteria, fungi and food preservation, I asked students to prepare some packaging bags before class, starting with the prepared packaging bags, and what methods can be used to preserve food. Then I prepared p73 pictures for students to discuss in groups and choose one to introduce the preservation method and principle. When students introduce other food preservation methods such as freezing, cold storage, ultraviolet rays and preservatives, they can discuss which food preservation methods are not conducive to human health. They can also make full use of students' own packaging bags to see if the ingredients on the packaging bags contain common preservatives, and remind students to eat as little food containing preservatives as possible to achieve the emotional purpose of caring for human health.
Generally speaking, the teaching goal of this class has been achieved, which is also closely related to students' real life. Students cultivate the ability to cooperate with each other through demonstration experiments, and emphasize the scientific rigor to students during the experiment. Students participate in a wide range, and they also pay attention to students' evaluation in this regard. However, in some aspects, students should be allowed to do it themselves, fully embody their dominant position, and improve the teaching design in details. This is what I will try to do in the future teaching process. In addition, in the future teaching process, I want to learn more from other teachers, whether they have just worked or worked for several years, they all have what I want to learn, which is what I have deeply felt recently. We should also dig deeper into the teaching materials, not just stay on the surface.