Personal biology teaching plan for senior high school 1
First, the problems in high school biology experiment teaching
1, the experimental content increased and the teaching hours were insufficient. Compared with the old textbook, the new biology textbook for senior high school has added more experimental contents, among which 19 students' experiments are required in the compulsory module required by the examination syllabus. It is difficult for the school to complete all the experimental teaching within the prescribed module teaching time. In some areas, biology classes are only offered in the second year of high school, and the hours of biology classes in different areas are different. Some schools have also cut the class hours of biology courses. Lack of teaching hours has a great influence on biological experiment teaching.
2. Teachers lack research on biological experiment teaching. Because our country has not paid attention to biological experiment teaching for a long time, teachers lack research on experimental teaching. Teachers are generally poor in experimental planning, operation and analysis of experimental results, and there is a lack of research on how to organize experimental teaching and the class type of experimental teaching. Especially exploratory experiments. Teachers need to have higher experimental guidance ability and experimental skills, but in this respect, teachers seem to be unable to do it.
3. The experimental requirements are improved and the classroom implementation is difficult. The new biology curriculum in senior high school raises the requirements for students' experiments, including experimental methods, theoretical guidance and experimental process (including: asking questions, making assumptions, experimental planning, expression and communication, further exploration, etc.). Some teachers have made full preparations before class. For example, guiding students' experimental methods and theories. Ask questions, make assumptions, and make experimental plans. However, after the teacher explained the experimental principles and summarized and commented on the questions raised by the students, the time spent by the students in the experimental operation was running out, which affected the analysis and further exploration of the experimental results.
Second, high school biology experiment teaching plan
1, define the experimental teaching objectives. Clear goals can make students have positive learning motivation, have a direction in thinking and be careful in operation.
2. Prepare for experimental teaching. The requirements of experimental teaching and general teaching are different, and biology textbooks are often limited by local seasonality. Some experiments take a long time to see the experimental results. Therefore, it is particularly important to prepare for the experimental teaching before the experimental class.
3. Strengthen the organization and management of experimental teaching. Most students simply understand the experiment as "watching" and lack the analysis and thinking of the experimental phenomenon. After the experiment, they often can't answer the reason of the phenomenon and the conclusion of the experiment. Without strict training, teachers will be exhausted and students will get nothing. Therefore, we should strengthen the organization and management of experimental teaching, pay attention to maintaining experimental discipline, standardize experimental habits, and rationally allocate experimental team leaders. Ensure the quality of experimental teaching.
4. Analyze the experimental procedures and phenomena. A complex experimental process is the crystallization of long-term hard work of planners, which is often repeated dozens or even hundreds of times. Therefore, in students' experiments, we can't simply use experiments to guide the results of "taking medicine according to the prescription". Students should be guided to analyze the function of each step, the significance of each treatment and the relationship between each step in the experiment. From the observation of plant cell mitosis experiment, it is roughly as follows: culture → dissociation → rinsing → dyeing → tabletting. Let the students know that the root tip is placed in the dissociation solution to make the root tip cells loose and easy to tablet, otherwise the root tip cells are difficult to disperse, which is not conducive to observation under the microscope. In addition, through the treatment of dissociation solution, the cells died quickly. Let the cells keep their own division state. Rinsing is to rinse the dissociation solution, otherwise it will affect the dyeing effect. In the experiment. Teachers should clarify or ask questions according to the degree of students and the difficulty of involving principles, so that students can think. Let students know not only how to do experiments, but also why to do them.
Third, pay attention to cultivating students' scientific inquiry ability.
By guiding students to explore and solve problems, senior high school biology experiment teaching achieves the teaching goal of mastering knowledge, developing intelligence and cultivating ability. The new curriculum emphasizes that students try to apply scientific inquiry methods to study senior high school biology problems and verify senior high school biology laws. Improve the ability of scientific inquiry. For example, in the experiment of detecting sugar, fat and protein in biological tissues, biuret reagent is used to detect protein. So, are there any other detection methods? Besides biuret reagent can detect the existence of protein, what are the regulations on the content of' protein' in dairy products? How to determine the content of protein? According to the content of protein in different foods. How to adjust people's diet can be beneficial to human health and prolong life, which can be put forward to students in the experiment. Cultivate their ability to carry out scientific inquiry. In short, in the process of biology teaching, teachers should strengthen the cultivation of students' ability, which will definitely get twice the result with half the effort and improve the teaching quality in an all-round way.
Fourthly, cultivate students' deductive reasoning ability in inquiry experiments.
The logic of thinking mainly refers to the ability to think and express the results of thinking by correctly using the forms of analysis, comparison, judgment and reasoning. The logical thinking method commonly used in biological experiments is reasoning, which mainly includes inductive reasoning and deductive reasoning. Biological experiment teaching has created favorable conditions for cultivating students' inductive reasoning and deductive reasoning ability. For example, in the experiment to explore the influence of magnesium on plant life, in the "complete nutrient solution" lacking magnesium, the leaves of one wheat seedling turned yellow and grew thin, and the leaves of two wheat seedlings turned yellow and grew thin-when a proper amount of magnesium-containing inorganic salt solution was added to the culture solution, the growth of wheat returned to normal. The conclusion is that magnesium is an indispensable element in plant life.
Fifth, strengthen the training of planned experimental questions.
The proportion of biological experiments in biology teaching is increasing, especially in recent years, the college entrance examination biology questions reflect this trend. Most of the biological experiment questions in college entrance examination are presented in the form of planning experimental steps as required, analyzing experimental data and phenomena, drawing or predicting experimental results and conclusions, evaluating and optimizing experimental schemes. If we still follow the old experimental training mode and only focus on rote memorization to do some mechanical memory experiments, it will be difficult for students to achieve ideal college entrance examination results. Therefore, in the usual experimental teaching, in addition to the above experimental reform measures, teachers must also consciously choose and write some experimental exercises, especially some different types of experimental program questions (examples are omitted), so that students can carry out all-round training.
In short, while learning to master the basic knowledge, students should actively participate in experimental teaching, give full play to their subjective initiative, actively think, actively explore and explore ways to solve problems, make innovative plans according to the experimental principles, experimental ideas and experimental methods in the teaching materials, realize the transfer of ability and exercise the ability to solve problems with knowledge.
Senior high school biology personal teaching plan II
I. Guiding ideology
According to the requirements of teaching syllabus and examination syllabus, lay a solid foundation and meet the actual needs of improving the quality of college entrance examination in an all-round way. According to the reality of our county, while teaching the new curriculum, we should appropriately supplement the basic knowledge of biology in junior high school and the related biological knowledge in life, cultivate students' interest in learning biology, develop good study habits, and pay attention to cultivating students' experimental ability and innovation ability.
Second, teaching suggestions
1. The lesson preparation team leader should organize teachers to study the syllabus carefully, study the teaching materials, prepare lessons collectively, and grasp the difficulty standard in the teaching process.
2. In the new lesson stage, the focus is on the memory, understanding and application of basic knowledge, and the completion of textbook exercises and corresponding supplementary questions. At the end of each unit, we should conduct a unit self-check and record the results in the result book. Conduct a monthly exam once a month, and the monthly exam will be organized by the lesson preparation team leader to make a proposition paper (which can also be replaced by a unit self-test question), marking papers in a unified way, and the results will be on the wall.
3. The teaching and research group should have a practical teaching and research plan and vigorously carry out teaching reform experiments and special studies. The content of the research should be implemented item by item and constantly innovated. In addition, according to their own characteristics, four series of teaching methods, teaching-oriented, autonomous learning, training-oriented and inquiry-oriented, were used to carry out comparative experiments. Find out their best combination point and improve teaching efficiency.
4. Pay attention to cultivate students' good habits and interests in learning biology, especially the ability to learn biology knowledge by themselves. Teachers should make a special study on how to tap the ability value and ideological education content of new textbooks and how to transform knowledge into ability.
5. Highlight biological characteristics and strengthen experimental teaching. Demonstration experiments should be done, and schools that have the conditions to do experiments for students should do it. Schools that are not qualified for the time being should at least demonstrate in class, and all students should have experimental reports.
6. Strengthen the training of exercises related to production, life and modern scientific and technological achievements and comprehensive exercises within disciplines. Ask students to have excerpts of difficult and wrong questions.
7. Conscientiously implement the teaching routine, supervise and inspect the lesson preparation team leader seriously, and the methods are the same as those in Grade 3.
Third, the teaching progress of senior one
The first week to the fourth week of last semester: introduction, the material basis of biology (including experiment 1), the fifth week to the ninth week: the basic unit of life-cell (including experiment 2 to experiment 3), the tenth week: the eleventh week to the eighteenth week of the mid-term exam: the metabolism of biology from one to five (including experiment 4 to experiment 7, replenishing circulation, Junior high school physiology and healthy digestive system and urinary system) Week 19-20: Review and examination at the end of next semester Week 1-4: Biological metabolism Section 6-8 (Supplementing junior high school physiology and healthy respiratory system) Week 5-9: Adjustment of life activities (including experiment 8, exercise 1). Make up the endocrine system and nervous system of junior middle school physiology and health) Week 10: Mid-term exam Week 1 1- 18: Biology.
Fourth, the teaching progress of senior two.
Week 1-9 of last semester: chapter 6, section 1 and section 2 (including experiment 9- 1 1), week 10: Mid-term exam, section1-kloc. Weeks 19 and 20: Review and examination at the end of next semester Week 1-9: Chapters 8 and 9 (including experiment 12: observing the effects of SO2 on plants). Week 10: Mid-term exam week 1-18: Elective textbook chapter 1-2 (including experiment1) week 19-20: Book review.
Senior high school biology personal teaching plan 3
First, the content analysis of this semester's textbooks
Biology is the foundation of agricultural science, medical science, environmental science and other related science and technology. The content of biology learning in senior one is the compulsory biology module "Molecules and Cells" in the standard experimental textbook of senior high school curriculum. This module mainly includes five parts: cell molecular composition, cell structure, cell metabolism, cell proliferation, cell differentiation, aging and apoptosis.
Second, the teaching objectives, tasks and requirements of this semester
The compulsory module 1 selects the most basic knowledge of cell biology, as well as the new progress and practical application of cell research, which is also the necessary basis for learning other modules. It also reflects the new progress in cell biology research and related practical applications. Through the study of this module, students will have a deeper understanding of the nature of life at the micro level.
Third, teaching methods and measures
The combination of inquiry teaching and traditional teaching.
Specific measures:
prepare lessons
Preparing lessons is the basis of a good class and a necessary measure to ensure the quality of teaching. Lesson preparation should include the following processes and contents:
1, study the syllabus and make a good teaching plan.
(1) delve into the syllabus, read through the textbooks, and understand the teaching tasks, objectives, key points and difficulties.
(2) Understand students' ideological status, learning attitude, learning atmosphere, knowledge status, etc. In the teaching class, achieve "targeted" teaching.
(3) Formulate measures to improve and improve quality, and work out teaching plans and teaching schedules.
2. Write a good lesson plan.
(1) According to the requirements of the syllabus, read the learning materials repeatedly, and make clear the teaching purpose, key points and difficulties.
(2) According to the teaching content and requirements, collect, arrange and select reference materials.
(3) Fully understand students' physiological and psychological characteristics, learning rules and existing basic knowledge, and compile specific teaching plans in combination with the contents of teaching materials.
(4) The teaching plan includes: discipline, three-dimensional objectives, key points, difficulties, teaching methods, homework, etc.
(2) attending classes
Good class is the central link of teaching, which requires not only profound knowledge, but also the teaching art of ideological and political education, imparting knowledge and developing intelligence to promote the all-round development of students. Should do:
1, the teaching objectives are clear, and each class should closely focus on the objectives.
2. The teaching content must be correct. We should teach students basic concepts and viewpoints correctly.
3, distinguish between primary and secondary, highlight the key points, disperse the difficulties, grasp the key points, the details are appropriate, and the speed is moderate.
4. Appropriate teaching methods. Choose appropriate teaching methods flexibly according to different contents, and be brave in exploration and innovation in teaching.
In classroom teaching, we should pay attention to:
(1) Students' initiative in learning inspires and guides students to think positively.
(2) Pay attention to the cultivation of students' basic biological skills and abilities.
(3) Teach students how to think and solve problems, and improve their self-study ability.
(4) In the learning process, teaching, experiment, observation, slide show, projection, video recording and other modern teaching methods can be crossed to improve the teaching effect.
(5) In order to make teaching and learning closely cooperate, students pay attention in class and ask them to take notes in class.
Senior high school biology personal teaching plan 4
I. teaching material analysis
The new biology curriculum in senior high school is divided into compulsory courses and elective courses, with six modules, namely, * * *. Senior one was required to learn 1: Molecular and Cell Module last semester. According to the biology curriculum standard, * * * needs 36 class hours and 6 chapters. The teaching contents of this semester include: entering cells, molecules that make up cells, basic structure of cells, input and output of substances, energy supply and utilization of cells, and life course of cells. This module selects the most basic knowledge of cell biology, as well as the new progress and practical application of cell research, which is also the necessary basis for learning other modules.
Second, the analysis of learning situation
Because students in Shenzhen offer science courses in junior high school, and the teachers of general science courses are all physics majors, the students' biological foundation in junior high school is not very solid, which brings great difficulties to teaching. This requires us to instill the importance of biology courses in students at the beginning of the semester, care about each student's learning situation, stimulate students' interest in learning biology, do more experiments or watch experimental videos, and give full play to students' independent inquiry ability in the learning process.
Third, the semester teaching objectives
Through the study of this module, students will understand the unity of life materiality and biological matter, the unity of material, energy and information changes in living cells, the unity of cell structure and function, and the unity of parts and whole organisms at the micro level, which is helpful to the formation of dialectical materialism view of nature. Through autonomous learning, cultivate students' self-study ability, induction and summary analysis ability; Cultivate students' ability to obtain, judge and use information through cooperative inquiry; Through evaluation, cultivate students' language expression ability and evaluation ability; Through classroom practice, cultivate students' knowledge application ability, divergence ability and migration ability; Through the study of knowledge, students' initiative in learning biology can be mobilized, and students' awareness of themselves and concern for social problems can be enhanced.
Fourth, specific measures.
1, complete all the teaching and research work under the guidance of the leaders of the teaching department.
2, fully implement the Ministry of education "ordinary senior high school curriculum plan (experiment)", combined with the actual situation of this group, to carry out teaching reform. Learn biology curriculum standards, clarify the specific requirements of the new curriculum, use the activity time of the preparation group, seriously study the teaching concept of the new curriculum, and deeply study the teaching methods.
3. Organize each grade group to prepare lessons collectively every week, and set the content and main and standby at a fixed time (see the teaching schedule for specific division of labor). The lecturer briefly introduces the overall conception of the lecture content, teaching objectives, determination of key and difficult points, solving strategies, methods of dealing with teaching materials and teaching sequence, selection of training exercises and inspection and implementation of knowledge. Then we discuss and study collectively, analyze teaching materials, study teaching methods, discuss difficult problems, put forward improvement suggestions and improve teaching.
4. Complete homework correction and evaluation, and check teaching plans and class notes.
5, conscientiously do a good job of counseling new teachers, new teachers should always listen to the old teacher's class, lesson preparation team leader should also follow the new teachers, so that they can grow up quickly, meet the standards and requirements of the school as soon as possible, and adapt to the needs of teaching development.
6. Further strengthen the application of modern educational technology and effectively improve the utilization efficiency of modern equipment. Every teacher carefully studies the classroom teaching mode under the network environment, actively makes courseware, improves teaching means and methods, improves classroom teaching efficiency, and truly plays the role of modern equipment.
7. Strengthen online teaching and research, organize teachers in this group to actively participate in the online interactive platform, actively participate in the discussion of network issues, and learn from each other's strengths.
8. Cooperate with the biology discipline group to do a good job in the collective teaching and research work of this discipline, and earnestly strive to improve the overall teaching level of school biology and the preparation for the college entrance examination, so as to promote the teaching and research style and create a teaching and research atmosphere.
9. Complete the research study and evaluation of new curriculum students this semester.
10, standardize the system of laboratory use, and prepare various documents.
In the new semester, we will continue to adhere to the principles of unity and cooperation, diligent communication, diligent research, emphasizing exploration and seeking practical results, and conscientiously complete various teaching and research tasks on the premise of summing up the experience and lessons of the previous school year.
Senior high school biology personal teaching plan 5
In order to prepare for the college entrance examination in 20-2000 and make the students in -2000 get better grades, we must carry out meticulous and feasible teaching, grasp every detail and every process.
First, education and teaching strategies
(1) Grasp everything, pay attention to and care for every student.
Grasping all students means not giving up every student, and grasping the key points means having key work objects in mind. The student base of our school is relatively weak, and it is unrealistic for everyone to hope to reach the line. Because of this, we must always pay attention to every homework, every training and every exam of key students in teaching. Treat students with a democratic and sincere attitude in the teaching process; Be good at guiding students in an appropriate way, pay attention to thinking from the perspective of students, accept students' reasonable suggestions easily, trust students' abilities, and respect students' thoughts and feelings.
(B) to strengthen collective lesson preparation
Preparing lessons is the fundamental way to improve the efficiency of classroom teaching. First of all, strengthen collective lesson preparation and implement it, instead of becoming a mere formality. The members of the preparation group strengthen cooperative research on the teaching content of each class, the key points, difficulties and doubts in this knowledge, the teaching methods of key points and difficulties, the selection of teaching materials and the way to present them to students, and constantly reflect and improve in teaching. Secondly, it is emphasized that every teacher should prepare a case in each class, express their opinions and let a hundred flowers blossom, and prepare teaching methods and learning methods according to the different characteristics of students in each class.
(3) Select exercises, strengthen training and realize comprehensive review.
The test questions are properly designed, suitable for the test objectives, and the main goal is to lay a solid foundation. At the same time, it pays attention to the cultivation of students' ability to answer questions such as comparison, chart analysis and experiment. Pay attention to the careful and effective correction of exercises. Every exercise of students is the real feedback of students' learning situation. On the basis of training, every problem, every group and every individual in training can be quickly fed back and corrected or strengthened. Adjust teaching strategies and means and teaching progress in time; It can turn students' progress into tangible facts, make students motivated and willing to accept the next study, and make students' biology study enter a virtuous circle.
(d) Understand the teaching materials thoroughly, study the syllabus and carefully design each class.
In order to get good grades in the college entrance examination, it is very important and necessary to read textbooks and study outlines at ordinary times. So, how to thoroughly understand the textbook? One is to read textbooks "thinly", deleting the contents that are impossible or extremely impossible to take in the college entrance examination, reducing the burden on students and improving the validity of preparing for the exam. Secondly, each unit builds a unit knowledge network around the key points, difficulties and knowledge structure of unit knowledge, conducts unit tests and gives timely feedback to understand students' problems and improve teaching strategies. In view of the students' poor foundation in our school, the order of basic textbooks is the main line in the first round of unit review. Starting with the implementation of basic knowledge, we can improve students' basic skills and gradually improve their learning ability, thus improving the quality of review classes.
Second, the preparation strategy
1, carefully study the instructions of the biology examination for the 20-year college entrance examination in the province, make yourself clear in the process of preparing lessons, and know the examination level like the back of your hand to avoid being in a hurry when preparing for the exam.
2. The first round of review focuses on laying a solid foundation, slowing down appropriately and making a smooth transition. Teachers should make clear the knowledge points in the textbooks and know what to take in the college entrance examination according to the biology curriculum standards and examination instructions of ordinary senior high schools. In the review, let students know what knowledge points are tested in the college entrance examination: important and basic knowledge points, that is, what is the core content. The required level of each knowledge point should be explained to students, so that students can have clear goals and study in a targeted manner. The goal is to sort out the textbook knowledge, strengthen and consolidate the understanding of textbook knowledge, solve the knowledge points that are still in doubt in time, help students establish their own biological knowledge network, and require each test center to pass the test.
3. In the review, students should be guided to accurately grasp the core concepts and understand the laws. The core concept reflects a person's mastery and application level of the core basic content in the field of biology, which is a necessary condition for a person to master the existing biological theory and the basis for further study in colleges and universities. Therefore, the core concept needs to be understood accurately at one time, and the connotation and extension of the concept can not be specious. To understand the law, students need to understand the object and scope of application of the law, and they should not be afraid to use it, let alone form a mindset and use it everywhere, resulting in mistakes.
4. In review, in order to improve students' ability to examine questions, solve problems and standardize answers, typical examples should be selected for each knowledge point for analysis, and the investigation mode of a knowledge point should be constantly changed to seek answers. The classroom requires that the questions should be few and precise, pay attention to the students' thinking, and analyze them in time after finishing, so that students can understand them thoroughly.
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