Seventh grade biology lecture manuscript 1 1, teaching material analysis
The knowledge about flowering and fruiting occupies a lesson in the textbook, and the knowledge is highly concentrated, highlighting the relationship between flowers and fruits and the process from flowering to fruiting. This leaves more time and space for teachers and students to carry out inquiry learning activities.
The new curriculum standard advocates research-based learning. How can we break through the past that teachers only pay attention to the explanation of knowledge concept theory in the teaching process, ignoring students' thinking and acceptance, guiding students to explore conclusions step by step and acquire knowledge independently? In this lesson, I think it is the key to guide students to carry out inquiry learning to grasp the internal relationship between the knowledge points of the text and design questions that are close to the reality of students' lives and conform to their thinking characteristics.
Second, the analysis of learning situation
Students are familiar with the phenomenon of flowering and fruiting, but they don't know much about the basic structure of flowers and how fruits and seeds are formed, especially the process of pollination and fertilization is complex and abstract, so it is difficult for students to understand only by explaining. Therefore, we can use models, multimedia courseware and other methods to visualize abstract knowledge and make it easy for students to understand.
In addition, due to seasonal reasons, there is no peach blossom in full bloom, which can inspire students to recall the flowers of angiosperms they usually see, prepare a carnation for each student, and associate and observe it with the color pictures displayed in textbooks and multimedia courseware.
Third, teaching objectives: according to curriculum standards, teaching materials and students' characteristics.
Knowledge and skills: 1. Summarize the main structure of flowers.
2. Describe the process of pollination and fertilization, and explain the relationship between flowers, fruits and seeds.
Process and Methods: Cultivate students' analytical and comparative abilities.
Emotion, attitude and values: Understand the significance of flowers, fruits and seeds to angiosperms and cultivate the habit of loving flowers.
Key points: Summarize the main structure of flowers, and make clear the relationship between flowers, fruits and seeds.
Difficulties: Describe the process of pollination and fertilization, and make clear the relationship between flowers, fruits and seeds.
Four, the choice of teaching media and teaching technology:
This kind of teaching needs the help of teaching aid model, physical teaching aid and multimedia courseware. Teaching aid model peach blossom model; Physics teaching AIDS refer to all kinds of fruits and seeds. (Students bring their own)
Five, teaching design ideas:
The knowledge subtitle of this lesson is: flower structure, pollination and fertilization, fruit and seed formation. What's the connection between these three subheadings? It is necessary to string them into a line to help students think and explore. After carefully analyzing the internal relationship between knowledge, I realize that the focus of the text is the relationship between flowers and fruits. If the situation is designed in the introduction to guide students to ask questions according to the topic of "flowering and fruiting", students will naturally ask: "What is the relationship between flowering and fruiting?" "Why will it bear fruit after flowering?" These problems are the key problems that students should solve in this class, which can stimulate students' interest in learning at the beginning of class and make students clear their learning goals and explore independently.
In order to let students learn step by step with questions, I put each subtitle out in the form of questions: "Do you know the names of various parts of the flower?" "What are the important processes from flower to fruit?" "What are the fruits and seeds developed from?" These questions are closer to students' real life, conform to their thinking characteristics, and make them study with more interest.
The first knowledge point of the text has a student activity of "observing and thinking", in which two questions are discussed: 1, which part of the flower will bear fruit in the future? 2. What structures of flowers are most important for plant reproduction? Students may not be able to answer these two questions completely correctly after learning the structure of flowers. At this time, I am not in a hurry to let the students master the correct answer, but I am noncommittal about the students' answers, so that students can continue to study with questions and discuss these two questions after learning the last two knowledge points. At this time, students can basically answer the correct answer: 1, and ovarian development is fruitful. 2. For reproduction, the stamens and pistils of flowers are very important. I will guide students to analyze "why stamens and pistils are important?" What role do plants play in the process of reproduction? "This enables students to learn more about pollination and fertilization.
Six, the specific teaching process design is as follows:
Step 1: Import
1. Multimedia shows several beautiful flowers (sunflower, rose, peach blossom) and the situation that peach blossoms fall behind and are full of peaches. At the same time, it also raised questions. Does sunflower look good? Ross? Peach blossom? These flowers are beautiful, just for fun? What is the significance to the plant itself? What processes must plants go through from flowering to fruiting? There are also some flowers in nature that are not beautiful and cannot attract insects. So how are these flowers pollinated and fertilized?
Description: First of all, students are attracted by those beautiful pictures. From flowering to fruition, they are very emotional and express their thoughts on the questions raised. Naturally, they think that the beauty of flowers is more important to attract insects to pollinate them, which lays the foundation for the proposal of pollination and fertilization. At the same time, it is pointed out that some flowers in nature are not beautiful and cannot attract insects, so how are these flowers pollinated and fertilized? This laid a foundation for later pollination research.
The second link: new funding.
First, think about the question: Do you know the structure of each part of the flower?
Description: Give knowledge points in the form of questions, and let students explore with questions.
1, show the requirements of this knowledge point with multimedia, and show the model of peach blossom.
Observe and think
Observe the model of peach blossom, and observe its receptacle, sepals, petals, pistils and stamens.
Discussion: (1) Which part of the flower will develop and bear fruit in the future?
(2) What structure of flowers is the most important for plant reproduction?
2. Guide students to observe the order of flowers and let them learn to observe scientifically.
3. Competition 1: Students know the various structures of flowers according to the color pictures in the textbook, and identify the basic structure of flowers in the competition. The detachable peach blossom model is used to explain the structure of stamens and pistils.
4. Discussion: In groups of four people, express their opinions and brainstorm, and discuss and summarize the two issues jointly raised.
Note: After learning the structure of flowers, students may not be able to answer these two questions completely correctly. At this time, I am not in a hurry to let the students master the correct answer, but I am noncommittal about the students' answers, so that students can continue to study with questions and discuss these two questions after learning the last two knowledge points. At this time, students can basically answer the correct answer: 1, and ovarian development is fruitful. 2. For reproduction, the stamens and pistils of flowers are very important. I will guide students to analyze "why stamens and pistils are important?" What role do plants play in the process of reproduction? "This enables students to learn more about pollination and fertilization.
5. Summary: Through observation, we can see that a flower is composed of receptacle, sepals, petals, pistil and stamen, and pistil and stamen are the most important parts of a flower.
Ⅱ. What are the processes from flower to fruit?
Description: Let the students think through the topic, the only way for flowers to reach fruits-pollination and fertilization.
1, multimedia display the enlarged structure of pistil, and display the reading outline.
2. Discuss and exchange reading results. When summarizing the pollination methods, multimedia is used to show the wind pollination of corn and the insect pollination of peach blossom, so that students can have a deeper understanding of the pollination methods of flowers in nature.
3. The fertilization process is abstract. Using multimedia animation to show the process of sperm and egg cell combination makes it easier for students to understand the fertilization process.
4. Summary: After the pollen falls on the stigma, it begins to germinate under the stimulation of stigma mucus, and the pollen tube grows a style, enters the ovary and reaches the ovule. The sperm in the pollen tube moves down with the elongation of the pollen tube and finally enters the ovule. There are egg cells in the ovule, which combine with sperm to form fertilized eggs.
Ⅲ. What are the fruits and seeds developed from?
1. Multimedia display of the process from flower to fruit.
2. Summarize the origin of fruits and seeds after discussion.
3. Take out your own materials and distinguish which are fruits and which are seeds.
3. Summary: After fertilization, petals, stamens, stigmas and styles fall off and the ovary develops.
Among them, ovary wall develops into pericarp, ovule develops into seed, and fertilized egg in ovule develops into embryo.
Ⅳ. Analytical reasoning:
When we eat corn, we often see the phenomenon of corn ear shortage, and sunflower seeds will also be empty and shriveled. What is the reason? How to prevent it?
Description: It can not only lead to artificial pollination, but also give students a sense of familiarity, so that they can devote themselves to learning with greater enthusiasm.
Discussion summary: The phenomenon of maize ear shortage and sunflower seed shrinkage is mainly caused by insufficient pollination. In order to make up for the lack of pollination in the natural state, people often pollinate plants artificially.
The third link: class summary.
According to the characteristics of students, teachers mainly summarize learning methods, encourage students to ask questions boldly, and pave the way for the next class.
The fourth link: detection feedback
I. Judgment
1, the corolla is the most obvious part of the flower and the most important part of the flower. ( )
As long as there is pistil, fruits and seeds can be produced, because pistil is the main part of flowers. ( )
3. Usually, there is only one ovule in the ovary of pistil. ( )
After fertilization, all parts of the flower will wither except the pistil. ( )
Description: Let the students distinguish the points that are easy to make mistakes and confuse.
Ⅱ. Extension and extension:
1. A bean flower has six ovules. If all six ovules can develop into six seeds, at least () pollen is needed.
a， 1 B，6 C，3 D， 12。
2. There is a riddle describing peanuts: "There is a white fat man who lives in a hemp house and a red tent." Hemp house, red curtain and white fat man refer to () respectively.
A, exocarp, endocarp and fruit b, exocarp, endocarp and seeds
C, pericarp, seed coat and embryo D, pericarp, seed coat and seed
3. If the pistil of peach blossom A is removed, the stamens of peach blossom B are removed before flowering, and they are all wrapped in plastic bags and tied up. The result is ()
A, A is not strong, B is strong, A can be strong, B is not strong.
C, a and b are all strong, and d, a and b are not strong.
Seven, after-school reflection:
This course has a lot of theoretical knowledge and is very boring. How can we make students not feel bored? I think it is very important to design a variety of teaching activities and use a variety of media. When explaining "pollination and fertilization", please ask the "little teacher" to come to the stage to explain, so that students have a sense of freshness; When explaining "The Formation of Fruits and Seeds", let the students watch the video, so that they can see the life phenomenon that they can't see at ordinary times. Diversified activities can constantly attract students' attention and improve their interest in learning, so that they will not get bored. In this process, we should also pay attention to making full use of books and not abusing the media. If students can learn by reading textbooks, they should be given time to read and teach themselves, and find the answers in books.
The new curriculum standard also pays attention to cultivating students' emotional attitude and values in the teaching process. In the teaching process of this course, we should also constantly infiltrate this kind of education to cultivate students' feelings of loving flowers and cherishing their lives. For example, at the beginning of class, students can enjoy beautiful flowers photos, then listen to wonderful music and appreciate the flowering process, so that students' attention is immediately attracted and their emotions are cultivated; When watching the video "The Formation of Fruits", there is a passage that teaches students "Don't forget to say thank you, flowers" when tasting delicious fruits; After class, let the students read aloud in unison "When we appreciate beautiful flowers and taste sweet fruits, don't forget to care for every grass and tree around us" to sublimate the students' emotions.
The content of today's class is the third section of Chapter 4 of the second volume of the seventh grade biology-"the pump that transports blood-the heart". Next, I will talk about the teaching ideas of this class from teaching material analysis, teaching methods, learning methods and teaching procedures.
I. teaching material analysis
As far as I understand the textbook, the transportation of substances in the human body depends on the human circulatory system. The human circulatory system consists of two parts: the blood circulatory system and the lymphatic circulatory system. The blood circulation system consists of heart, blood vessels and blood. Among them, the heart is the dynamic structure to promote blood circulation in the body, so this section focuses on the structure and function of the heart. The study in this section lays a knowledge foundation for learning blood circulation.
Therefore, I have determined that the teaching objectives of this course are as follows:
(1) Knowledge goal: including 1, knowing the position of people's hearts. 2. Understand the law of human heart activity. 3. Master the structural characteristics of the human heart and the blood vessels connected with it.
(2) Ability goal: including (1) the cultivation of map reading ability. Through observation, we can identify the orientation of the outline map, anatomical map and sketch map of the human heart, and cultivate students' ability to read pictures. (2) Cultivation of observation ability, by guiding students to observe fresh pig hearts and watching the relevant contents of courseware, students can master the methods and steps of observing heart structure and cultivate observation ability. (3) Cultivation of thinking ability, by guiding students to observe, think, analyze and summarize the relationship between heart valve and blood flow in the heart, thus cultivating students' thinking ability.
(3) Ideological education: through the study of relevant contents, explain the beneficial effects of physical exercise on the heart, guide students to strengthen physical exercise, improve the heart potential and enhance physical fitness.
(4) Analysis of teaching emphasis: The relationship between the structure of human heart and the blood vessels connected with it is complex, which together constitute the blood flow pipeline, and the heart is an important power organ to promote the blood flow in this pipeline. Mastering this knowledge will lay the foundation for the blood circulation in the next section. Therefore, the structure of the heart and its connected blood vessels are the focus of this lesson.
(5) Analysis of teaching difficulties: Blood can only flow in one direction in the heart, that is, from atrium to ventricle, from ventricle to artery, and cannot flow back. This is because there is a valve in the heart, which can only be opened in one direction, thus controlling the blood flow in a certain direction in the heart. Moreover, the relationship between the position of heart valve and the direction of blood flow in the heart is abstract and complicated, which is difficult for students to understand and master. Therefore, it is the difficulty of this class. So how to highlight the key points and break through the difficulties?
Secondly, let me talk about teaching methods.
1, self-study guided thinking method. Guided by teachers' and students' independent inquiry, it is conducive to students' active learning, stimulating their independent thinking and innovative consciousness, and giving full play to their main role. At the same time, it also cultivated the spirit of unity and cooperation among the students.
2. Intuitive teaching method. By observing the fresh pig's heart and demonstrating it by media animation, the abstract content is visualized and concretized, and students are gradually guided from perceptual knowledge to rational knowledge, thus cultivating and developing students' abstract thinking.
Third, talk about learning methods.
1, guide the observation of fresh pig hearts, pictures and media animation methods, and cultivate observation ability.
2. Under the teacher's question, students learn the teaching materials by themselves, think positively and discuss in groups to cultivate students' ability to analyze and solve problems.
3. Instruct students to discover and master the internal connection of knowledge, summarize the principle of "unity" in biology, and learn to use this principle to guide learning.
Let's talk about the specific application of teaching methods and learning methods through teaching procedures.
Fourth, the teaching procedure.
First, create situations and introduce new lessons.
1, courseware display, students observe the content of the courseware, the teacher gives an example to show that the car needs the engine to start, the water pump to pump water, and the blood flow in the human body also needs power, that is, the heart. Q: So what kind of structure and function does the heart have to make it play a dynamic role? This can arouse students' enthusiasm and stimulate their desire for learning, thus introducing new courses.
Secondly, new knowledge transfer (about 35 minutes)
1, student activity: Ask students to put their right hand on their left chest, feel their own heart beating, and get a preliminary understanding of the position of the heart. Then use multimedia courseware to show the perspective view of the chest and the position of the heart. Show the outline of the human heart, observe the shape of the heart and identify all directions of the human heart.
2. After determining all directions of the heart, teach the structure of the heart by observing the wall chart of the pig heart and combining courseware. First, instruct students to observe and compare the thickness of atrial wall and ventricular wall. Then lead the students to recall the four basic tissues of the human body and ask: from the thickness of the heart wall, what is the difference between atrium and ventricle? What's the difference between left ventricle and right ventricle? Ask the students to tell the composition of the heart and the thickness of the heart wall. Then, combined with the courseware of human heart anatomy, the four cavities of human heart are observed by slicing, so that students can make it clear that the left atrium is connected with the left ventricle, the right atrium is connected with the right ventricle, and the left and right sides are not connected. On this basis, guide the students to continue to observe the fresh pig heart and find out several large blood vessels connected with the heart. At the same time, the teacher drew a simple blackboard diagram of heart structure while talking, affirming that the left atrium is connected with pulmonary vein, the left ventricle is connected with aorta, the right atrium is connected with superior and inferior vena cava, and the right ventricle is connected with pulmonary artery. Finally, the courseware is used to show the anatomical map of the heart, and students are required to write the four chambers of the heart and the connected great vessels to consolidate it. In this way, the whole concept is formed from decomposition to synthesis, and the key points are prominent, so that students can master the structure of people's hearts.
3. On the basis of students' understanding of the structure of the heart and its connected blood vessels, teach the position of heart valves and the relationship between their opening and closing and the direction of blood flow in the heart. This part is the difficulty of this lesson. In order to break through the difficulties, I am going to use multimedia to teach step by step. First, guide students to read 68 pages of text, and cultivate students' self-study ability and independent thinking ability through reading guidance. Then, the courseware shows an enlarged view of the longitudinal section of the human heart valve, guiding students to observe the position and opening and closing direction of the human heart valve; Then the courseware shows an enlarged cross-sectional view of human heart valves, guiding students to observe the distribution and composition of heart valves. Q: What are the special structures between atria and ventricles and between ventricles and arteries? Through observation and questioning, let students know that there are atrioventricular valves and arterial valves in the heart. The atrioventricular valve is located between atrium and ventricle and can only be opened to ventricle, while the arterial valve is located between ventricle and artery and can only be opened to artery. On this basis, in order to help students further understand the role of heart valve in controlling the direction of blood flow, the courseware shows the animated picture of blood flowing in the heart, shows the relationship between the direction of blood flowing in the heart and the opening and closing of the heart valve, and asks: "Students, how do we see blood flowing in the heart from the picture? What role does the heart valve play in blood flow? " Let the students think while observing, so as to sum up the relationship between the opening and closing of the valve and the blood flow: that is, the heart valve can control the blood flow in a certain direction, that is, it can only flow from atrium to ventricle and from ventricle to artery, but not in the opposite direction. In this way, through multi-level and multi-directional repeated observation and teaching, the difficulties have been broken through one by one.
Through the above study, the teacher can then ask: "What is the function of human heart?" It is concluded that the function of human heart is to promote blood circulation in blood vessels. Then he asked, "What are the benefits of physical exercise and proper physical labor for the heart?" Carry out health care education for students.
Finally, the class summary: the courseware shows the enlarged picture of heart anatomy, and combined with the blackboard design, ask the students to summarize the learning content of this lesson by themselves.
Writing on the blackboard is the summary of teaching content. See the attached table for my blackboard design. This blackboard writing design highlights the key points, highlights the relationship between knowledge points, is concise and lively, and embodies the procedural, general, guiding and artistic design of blackboard writing.
Attached blackboard design: Section III Pump for transporting blood-heart
Structure and function of the heart
The left atrium connects pulmonary veins one by one.
The left ventricle is connected to the aorta one by one.
The right atrium connects the superior and inferior vena cava one by one.
The right ventricle connects the pulmonary artery one by one.
2. Structure for preventing blood from flowing backwards
Atrioventricular valve I is located between atrium and ventricle.
The first arterial valve is located between the ventricle and the artery.
Fifth, teaching ideas
Let me briefly explain the advantages and theoretical basis of this teaching design.
1, pay attention to the intuitive principle of biology teaching.
Make full use of models, objects, especially modern multimedia teaching and other intuitive means, combine static and dynamic, macro and micro, vivid, highlight key points and ease difficulties.
2. Pay attention to students' quality education and fully embody the principle of students' subjectivity;
There are a lot of students' activities in the teaching design, which fully gives students the space for expression, activity and thinking. Through heuristic teaching, students are gradually guided to observe and think, and their active participation is mobilized to cultivate their abilities in all aspects.
Seventh grade biology lecture notes 3 hello everyone! As I said today, the content of the class is "the relationship between biology and environment". Now I will explain it from five aspects:
First, teaching analysis
The relationship between biology and environment is the content of the first section of "Understanding the Biosphere" in the second chapter of the first volume of the seventh grade biology textbook published by People's Education Press. It is located in the primary stage of junior high school biology textbook system, and discusses the relationship between biology and environment from the height of biosphere. This basic biological viewpoint lays the foundation for the next lesson "Man and the biosphere should develop harmoniously".
This class is the second class of junior high school biology, and students don't know much about biology, so this class will directly affect students' interest in learning biology, and play an extremely important role in forming a correct view of biology and understanding the relationship between biology and the environment as a whole.
Second, the teaching objectives
Based on the above analysis, according to the requirements of curriculum standards, I set the following three-dimensional goals:
1. Illustrate the influence of light, water, temperature and other factors on the survival of organisms, the relationship between organisms, and the adaptation and influence of organisms on the environment.
2. Explore the "environmental factors affecting the distribution of rats and females" through experiments, so that students can learn the general methods of biological science exploration and cultivate their ability to observe, operate and design experiments and their sense of cooperation.
3. Cultivate students' feelings of caring for nature and protecting ecological balance.
The teaching focus of this lesson is to illustrate the relationship between biology and environment with examples.
I try my best to make students understand and feel the relationship between biology and environment by designing some inquiry activities.
The difficulty in teaching is to explore the environmental factors that affect the distribution of rats and girls.
As this activity is the first exploratory experiment in junior high school biology class, teachers should inform students about the general process of inquiry, help students design inquiry schemes, guide students to try to control experimental variables and set up control experiments, and guide students to analyze experimental results.
Third, teaching methods.
In order to achieve the goal, the teaching of the class is mainly based on situational inspiration, and the learning of the students is mainly based on activity inquiry.
Fourth, the teaching process
The teaching process includes
● Preparation before class
● Classroom teaching
Classroom teaching is divided into four links. The second link "activity inquiry" is the main part of this lesson. * * * designed four inquiry activities, the second is the focus and difficulty of teaching. Next, I will talk about the teaching process in the classroom in detail.
(A) the creation of situations, the introduction of new courses
At the beginning of the class, I enthusiastically said to the students: the teacher brought a small gift to the students-a short film made. do you want to see it ?
The focus of video import is to let students know that "the growth of living things is influenced by certain factors", and combine pictures to let students further perceive that "the growth of living things is related to the environment". It not only stimulates students' interest in learning this lesson by introducing new lessons, but also creates situations for later activities.
(2) Explore activities and feel new knowledge.
● Activity 1: Biological survival depends on a certain environment.
By strengthening questioning and guidance, let students think in connection with the actual life, and realize that "the survival of living things depends on a certain environment", and then find out what factors are there by themselves. On this basis, students can naturally understand the concept and classification of ecological factors.
● Activity 2: Abiotic factors affect biological life.
First of all, guide students to explore in detail the "environmental factors affecting the distribution of rats and girls." The guidance process is as follows:
If not, what should we do?
Enlighten students to make new assumptions and design plans.
The first inquiry experiment in the textbook is undoubtedly a crucial reason why curious junior high school students fall in love with biology, and it is also the best opportunity to stimulate students' desire to explore. This activity strives to break through the key and difficult points of teaching. Teachers specifically guide students to experience the general process of inquiry, and try to control experimental variables and set up control experiments. The students experienced the experiment first, then understood it, and gained knowledge through their own hands and brains.
6. After the activity, I organized students to discuss: What are you going to do with the rat girl?
Guide students to know that they should put their wives back into nature and take care of animals with practical actions.
The activity summary also includes the summary of the experimental process. Teachers consciously point out the general process of biological science inquiry, so that students' perceptual knowledge can be upgraded to rational knowledge.
So besides light and water, what other abiotic factors affect biological life? Students read the information and feel it, and then ask a student to sum up:
Abiotic factors affecting biological life: light, temperature, air, moisture, soil, etc.
An inanimate object is called an abiotic factor.
● Activity 3: Biological factors affect biological life.
Among the factors that affect biological life, is there a life factor?
I guide the students to look at the pictures with questions.
The students communicated clearly: the relationship between organisms, competition, cooperation and predation will greatly affect the life of organisms, and biological factors refer to other organisms that affect the life of one organism.
● Activity 4: Biological adaptation and environmental impact
Both biological and abiotic factors will affect the life of living things, and every living thing must rely on it.
Given a certain environment, can organisms only be passively influenced by ecological factors?
Let the students observe four groups of pictures and understand the necessity of biological form, structure and physiological function.
Adapt to the environment, at the same time, biological activities also affect the environment.
Let students feel the adaptation and influence of biology on the environment through examples. Always pay attention to stimulate students' interest in learning in activities.
Show another group of pictures of human destruction to the environment.
Let students feel the impact of biology on the environment, especially the destruction of human beings on the environment, let the environmental problems faced by human beings directly face students, let students have a shock in their hearts, have a strong understanding of the urgency and importance of environmental protection, and emphasize that environmental awareness is deeply rooted in their hearts.
The teaching link (3) combs and summarizes to form a system.
First, students take stock of the gains of this lesson, and then teachers and students review and sort out the blackboard:
On the basis of mastering "environment affects organisms" and "organisms adapt to and affect the environment", students can obtain the basic view that "organisms and environment interact and influence each other" and realize the construction of knowledge tree.
Teaching link (4) Practice consolidation and expand migration.
1. Find out the ecological factors related to rice growth according to the map.
2. Material analysis:
Further stimulate students' enthusiasm for learning biology, change their previous interest in learning from curiosity to rational learning responsibility, and urge students to explore the mysteries of the biological world.
3. Extracurricular inquiry:
Review and consolidate the general process of experimental inquiry, and gradually form a rational understanding.
Fifth, optimize thinking
1. The activity design of this course avoids paying too much attention to form and neglecting the establishment of basic concepts and principles and the formation of biological viewpoints. Follow the principle of practice-experience-perception-establishing concepts-and form the cognitive law of biological viewpoint.
2. In the process of inquiry experiment, we always pay attention to the cultivation of students' biological science literacy and the training of inquiry skills and methods.
This is the end of my lecture. Please give me your advice. Thank you!