1. This lesson attracts students' interest in knowledge with a large number of vivid food pictures, so that students can have an intuitive understanding from the food in life and gradually understand the nutrients and properties needed by the human body. The use of pictures in the teaching process also attracts students' attention in time, thus closely linking biology with life knowledge.
2. By exploring the experiment that food contains protein, sugar and fat, we can cultivate students' practical ability, innovative consciousness and cooperative spirit, so that students can experience the process of exploration and realize the joy of success, stimulate strong interest and enhance students' desire for scientific exploration, thus making students' learning process a process of active exploration, inspiring students to further explore unknown new problems, discover new knowledge they have not mastered, and even create unprecedented new things.
3. Pay attention to the education of students' habits in the teaching process. For example, after students' experiments verify that food contains protein, starch and fat, they should think about the difference of nutrient content in time to help them establish a correct diet concept, and not be partial to food or picky eaters.
4. When learning protein, the source and function of sugar and fat, let students learn by themselves, then discuss and summarize, and give full play to their dominant position. By asking more questions, the coherence of teaching activities is enhanced and students' logical thinking ability is cultivated. Through multimedia demonstration, we strive to make more abstract knowledge points intuitive, hoping to guide students to actively acquire knowledge about biology.
5. Effective emotional education was carried out in the teaching process, which further enhanced students' health awareness and rational nutrition awareness, and formed healthy eating habits, thus achieving the goal of quality education.
Reflecting on the teaching of this class, there are also some unsatisfactory places, such as students speaking too fast during the demonstration, and sometimes they go to the next question before listening clearly, which affects the demonstration effect. At the same time, due to the poor hands-on ability of students, the time of inquiry experiment is too long and the time of independent test is tight.
In addition, the students in the four classes I teach have different personalities and class styles, and the same design will lead to great deviation in teaching effect. In the next step of teaching, we should further study the age characteristics, personality characteristics and thinking habits of students, so as to teach students in accordance with their aptitude and achieve better teaching results.