General template for senior high school biology teaching plan design (I) 1. Textbook analysis
The understanding process of photosynthesis in the new curriculum standard has been improved from the original "understanding" level to the "explanation" level. This part of the textbook starts with reviewing the process of scientists' exploration of photosynthesis, so that students can feel their scientific spirit of exploration and scientific attitude of seeking truth from facts, learn the general methods of scientific exploration and the principles of experimental design, and get the reaction formula of photosynthesis. The key links of each inquiry experiment are described in detail in the teaching materials, which is very enlightening to students' inquiry thinking.
Second, the teaching objectives
(1) Knowledge objective:
1. Know the basic process of photosynthesis being discovered.
2. Briefly describe the raw materials, products, conditions and reaction sites of photosynthesis.
(2) Ability objectives:
1. Re-enter the experiment of scientists discovering photosynthesis, learn to find and solve problems by scientific inquiry, and develop scientific inquiry ability.
2. Grasp the general principles of scientific inquiry in experimental inquiry, with emphasis on the principles of comparative experiments and univariate variables.
3. Cultivate students' skills of self-study and active exploration of new knowledge through reading and discussion activities between teachers and students.
(3) Emotion, attitude and values:
1. Experience the course of scientific inquiry and realize that scientific concepts are formed through constant observation, experiment, exploration and debate.
2. Agree that scientists should not only inherit the scientific research achievements of predecessors, but also be good at absorbing the relevant knowledge of different disciplines, and also have the scientific spirit and attitude of questioning, innovation and courage to practice.
3. Learn to participate, cooperate and exchange the contents and results of inquiry.
4. Recognize the role of technology development in scientific research, respect science, treat science with a developmental perspective, and establish a dialectical view of science.
Third, the focus and difficulties in teaching
Emphasis: experimental design, advantages and disadvantages and conclusions in the historical process of discovery and research of photosynthesis.
Difficulties: In the process of photosynthesis discovery, how to skillfully link experiments, how to transition, and how to guide students to think and explore, so as to draw correct conclusions.
Fourthly, the analysis of learning situation.
Students have learned about photosynthesis in junior high school biology class, and they also know something about photosynthesis in their life practice. However, the discovery history of photosynthesis is very strange, and the key point is that we know very little about the goal of this course, "the general method of scientific inquiry" High school students have certain observation and cognitive ability, and the purpose, continuity and logic of analytical thinking have been initially established, but it is far from perfect. They are curious about things, often blind and lack of purpose, and lack rational thinking about the process, methods and conclusions of exploring science. In the teaching process, teachers should try their best to create opportunities for students to become the main body of learning activities. Teachers only provide necessary guidance and knowledge for students' study.
Verb (abbreviation of verb) teaching method
Inquiry teaching combines various teaching methods such as question, discussion, comparison and induction with multimedia-assisted teaching to guide students to reproduce the process of scientific discovery, analyze, discuss, induce and summarize. The basic links of the new teaching are: preview inspection, summing up doubts → situation introduction, showing goals → cooperative inquiry, intensive lecture → reflection summary, in-class inspection → issuing guidance plans and arranging preview.
General template for senior high school biology teaching plan design (2) 1. Teaching objectives
(1) Knowledge objective:
1. Understand the submicroscopic structure of animal cells and plant cells, and understand their similarities and important differences.
2. Understand the composition of cell membrane, and understand the relationship between structural characteristics and functional characteristics of cell membrane; Correctly understand and distinguish several different ways of substances passing through cell membranes.
3. Understand the distribution, morphological structure and functional characteristics of various organelles.
4. Understand the submicroscopic structure characteristics and main physiological functions of the nucleus.
5. Understand the dynamic relationship between chromatin and chromosome transformation.
6. Understand the difference between prokaryotic cells and eukaryotic cells.
(2) Ability objectives:
1. Cultivate students' reading and drawing ability by learning the submicroscopic structure of eukaryotic cells.
2. Through the study of cell structure, cultivate students' ability to summarize knowledge by comparative methods.
3. Cultivate students' scientific inquiry ability through designing and analyzing experiments.
4. Cultivate students' ability to use data analysis to judge problems and conduct research-based learning.
Second, the focus of teaching
1, study and discuss the life characteristics of cells different from abiotic ones.
2. Selective permeability of cell membrane.
3. Chapter 2 The structure of mitochondria and chloroplasts laid the foundation for respiration and photosynthesis.
4. The structure and function of nucleus laid the foundation for Chapter 5.
Third, teaching difficulties
1, the significance of cell volume and relative surface area to cells.
2, the structure and functional characteristics of the cell membrane, understand the fluidity of the membrane.
3. Understand the structure and function of chloroplasts, mitochondria and Golgi apparatus, and understand the relationship between organelles.
4. The dynamic relationship between chromatin and chromosome transformation.
Fourth, the teaching process
Q: The virus has two most important components-protein, which embodies life activities, and nucleic acid, a genetic material. But the virus can't live alone, and the virus can only reflect the characteristics of life after invading the host cell. What do the above facts show? Can you analyze the reason?
Summary: Considering from the material basis, the simple composition of virus is not enough to complete complex metabolism; From the structural basis, the virus does not have a cell structure-cell theory points out that the cell is the basic unit of structure and metabolic function. So the virus cannot metabolize independently. Viruses must be parasitic in living cell organisms to reflect life phenomena.
Question: According to junior high school knowledge, what kinds of cell biology can be divided into? What are their main differences in structure? Do you have the same basic structure as * *?
The courseware demonstrates several kinds of plant cells, human cells and prokaryotic cells.
Summary: Discuss the results.
General template for senior high school biology teaching plan design (3) 1. Teaching objectives
Knowledge of cell differentiation, canceration and aging.
Second, the focus of teaching
The concept and significance of cell differentiation; Causes of cancer cell formation.
Introduction: In recent years, the study of cell differentiation, canceration and aging has become an important topic in cell biology. Among them, cell differentiation is closely related to biological development, cell canceration is related to cancer that seriously threatens human survival in the world today, and cell aging is related to the life span of human beings, animals and plants. Let's discuss topics of interest-cell differentiation, canceration and aging.
Third, the teaching process
(A) the concept and significance of cell differentiation
Q: What is the starting point for the development of general multicellular organisms? (answer: fertilized eggs. )
Question: What is the way the fertilized egg divides? (answer: mitosis. )
Question: After mitosis, are the chromosome numbers in the parent and offspring cells the same? (answer: the same. )
Q: So, what is cell differentiation? Ask students to give an example. )
Question: When does cell differentiation reach its limit? (answer: embryonic period. )
Q: What is the result of cell differentiation? (answer: forming various cells and tissues)
Summarize the concept and significance of cell differentiation and introduce the totipotency of cells. )
(2) totipotency of cells
Introduction: Observe the complete plant diagram of plant cell culture.
From the picture, we can see that the cells separated from the phloem of carrot can develop into new plants after division and differentiation under suitable conditions, which shows that the differentiated cells still have development potential, which is the totipotency of cells.
(3) Carcinogenesis of cells
Narrator: Discuss the second problem-cell canceration. Almost everyone has cancer cells. This is not an alarmist. After a large number of autopsies and pathological examinations, pathologists found that although the causes of death are different, almost everyone can detect cancer cells. But most people have few cancer cells and have not yet formed cancer.
Question: What cancers do you often hear about? (Answer: gastric cancer, lung cancer, liver cancer, breast cancer, cervical cancer, colorectal cancer, leukemia, esophageal cancer, malignant lymphoma, ovarian cancer ...)
Question: What are the hazards of cancer? A: Cancer is a disease that seriously threatens human life and health. According to the latest statistics, about 654.38+0000000 cancer patients are newly discovered in China every year, and about 6 million people die of cancer all over the world, and 654.38+0000000 people are on the verge of death. With the deterioration of human living environment, the incidence of cancer is increasing year by year. )
Question: What are the carcinogenic factors that lead to cell canceration? (Answer: physical ionizing radiation, X-rays, ultraviolet rays, chemical arsenic, benzene, coal tar, etc. More than 150 tumor viruses. )
Question: How are cancer cells formed? (Answer: Under the action of physical, chemical or viral carcinogens, oncogenes are activated. )
Summarize cancer cells and their characteristics, the causes of human cell canceration and the three-level prevention and treatment measures to prevent cancer.
(d) Cell senescence: characteristics and causes of cell senescence.
Students read Cell Aging.
Question: What is the reason why people's hair turns white? According to the students' opinions, it is concluded that tyrosinase activity is decreased. )
Question: So how do you make white hair black again? (Answer: Improve tyrosinase activity, dye hair, etc. )
Narration: Summarize the characteristics and causes of cell senescence. This paper expounds how to improve the activity of enzyme and the harm of hair dyeing to human body.
Summary: It is required to understand the concepts and significance of cell differentiation and cell totipotency, what are cancer cells, their characteristics, carcinogens and the causes of cancer cell formation, as well as the prevention of cancer, the characteristics and causes of cell aging. Really understand the concept and significance of cell differentiation; Causes of cancer cell formation.