Curriculum theory tells us that curriculum involves a variety of value orientations. At present, various values in society have begun to have a great influence on school curriculum. If educators want to be in a society with increasingly diversified values,
To undertake the mission of curriculum value integration and realization in social context, we must become rational actors. The educational value of biology can be divided into two parts: subject (social needs and personal needs) and object (biology).
Educational value attribute) to analyze. As far as biology is concerned, social needs are reflected in the setting of biology in middle schools and the overall requirements of biology teaching. In the current biology syllabus, the social demand for biology education is still low.
The main reason is that its ability goal, skill goal and moral education goal are too principled and general, while its knowledge goal is too systematic and rigorous. From the specific situation of biology teaching in middle schools, the educational purpose of biology subject
Standards should be placed in the open system between man and nature. From the perspective of the development of biological science itself, the great contribution of biological science to social development and the harmonious development of social and natural, this paper puts forward the biological education that reflects the needs of contemporary society.
Knowledge, ability, skills, moral education and other goals. The individual needs of biological education come from the internal needs of individual survival and development. This internal demand poses a challenge to biology textbooks and teaching methods. Only when
Biology education in middle schools stimulates students' curiosity about nature, their interest and desire to explore, and their ability to analyze and solve related problems. This internal demand is persistent and can stimulate endless learning ability.
Quantity.
Biology education itself also has its unique value attribute. In addition to the study and cultivation of basic biological knowledge and skills, it is cultivated in the materialistic view and dialectical unity view, which is dynamic, changeable and developmental.
The viewpoint of observing and studying the cultivation of natural thinking methods and creative thinking has unique value attributes. In addition, because of the close relationship between biological science and man and nature, biological education is applied to STS education.
Science education, especially the cultivation of scientific values, has its unique value attribute. Xuekewang
Second, the realization of the value of biology education.
As teachers in the front line of middle school education, we can't control the overall requirements of biology setting and teaching in the middle school curriculum system, but we can make a difference in fully realizing the educational value of biology through the educational value of biology, the cultivation of basic knowledge and ability, and the integration of the reform and practice of biology education.
(A) small class, nature, society
Making biology classroom a "small classroom, nature and big society" is the basis for biology to realize its educational value. The amount of information in a biology textbook is limited, and a lot of information is lagging behind.
Yes, it's also basic. Teaching materials have not been carefully handled by teachers, teaching methods and teaching models have not been carefully designed by teachers, and the knowledge and content of teaching and learning have not been integrated into nature and society, sports, changes and real life.
The phenomenon of life is presented to students as directly or indirectly as possible, so that students can "touch". Biology class will not be a real biology class, and it will also lack vitality. Therefore, in the process of biology classroom teaching, we
Attention should be paid to the following issues:
1. Carefully design the application of teaching media, present objects, specimens and models to students as much as possible, and make full use of modern educational media, especially TV, video, DVD and multimedia computers. Modern teaching
Educational media assisted biology teaching can not only improve classroom teaching efficiency and provide certain interactivity, but also enable students to obtain audio-visual information that is not available in written textbooks. It can be properly represented as the size of an ecosystem.
The system, as small as the image of biomolecule structure, can also show complex or microscopic physiological activities and life phenomena concisely and intuitively. In a word, educational media, especially modern educational media, can make the classroom more vivid.
Come, be more energetic and imaginative.
2. The knowledge about biological science that written textbooks can't bear or change the development, as well as the natural and social knowledge and materials related to life science, are carefully screened before entering the classroom. Such as cytology
Founding history, Harvey and blood circulation theory, Crick and Watson's DNA double helix structure, Darwin and evolution theory, Calvin and photosynthesis, paying attention to the ocean, cloning sheep, DNA recombination technology, protecting the ozone layer,
The promotion of phosphorus-free washing powder, the control of "white pollution", the causes and prevention of red tide, etc.
3. In the form of various biological interest activities and social practice, let students observe, investigate and experiment in nature and society, from caring for everything, raising small animals to participating in biotechnology activities, so that they can experience the value of biological science knowledge and skills to people, nature and society.
(B) the basic idea of cultivating the King of Biological Sciences
In biological science, there are many simple and broad basic viewpoints. These basic viewpoints not only play a key role in learning biology well, but also have guiding value for learners' knowledge, life and life. Teachers must make full use of every biology teaching activity, so that students can gradually clarify, identify and establish these basic viewpoints in the learning process.
1. Materialist view. All life and life phenomena have their material basis: the materiality of the origin of life-the initial life is composed of inanimate matter through extremely complicated chemical processes in an extremely long time.
The process of evolution The materiality of life-C, H, O, N, S, P and other elements constitute compounds such as nucleic acid and protein, and constitute the basic unit of organism structure and function-cell. grow
Materiality of life phenomena-all life phenomena and physiological processes such as metabolism, growth, stress, reproductive development and genetic variation can be explained on the basis of matter.
2. Dialectical and unified viewpoint. The phenomena of nature, life and life are interrelated, mutually restricted and dialectically unified: the unity of the biological world and the abiotic world-the basic feature that the living is obviously different from the abiotic world.
Symbol, but all life is composed of ordinary elements in the abiotic world, and exchanges matter and energy with the abiotic world. The unity of cell and organism's own structure-these own structures have their own structural and functional characteristics.
Point, but at the same time interrelated, forming a unified whole. The unity of organism structure and function-this is one of the most basic viewpoints of life science. For example, the structures of chloroplasts and mitochondria are related to photosynthesis and respiration respectively.
Unity, the structure of vertebrate forelimbs is unified with its unique function, the morphological structure of fish is suitable for underwater life, the morphological structure of domestic pigeons is suitable for flying life, and so on. Dialectical Unity of Life Activities-Assimilation and Assimilation
Alienation, photosynthesis and respiration, heredity and variation, growth and aging, etc. It is in this series of contradictions and opposites that life and life activities have achieved a perfect and harmonious unity. Between organisms and between organisms and rings.
Dialectical unity between environments-struggle for existence is going on between organisms and between organisms and the environment, and organisms have adapted to the environment to a certain extent. It is this complex relationship of struggle and unity.
It has become an ecosystem and established a dynamic balance.
3. Dynamic, changing and developing views. The substances that make up an organism, the organism itself and the biological world are constantly moving, changing and developing. The composition of organisms is dynamic-the metabolism of organisms is going on all the time.
Replacement of old and new. Cells and biological individuals are dynamic-they all have dynamic processes of occurrence, growth, aging and death. The relationship between the structure of cells and biological individuals and physiology, biology and environment is also dynamic, changing and developing.
(C) to cultivate creative thinking
Creative thinking is the core of creativity, which refers to the thinking of reorganizing existing knowledge and experience to produce novel and socially valuable results. It is characterized by high initiative, enthusiasm and uniqueness.
Seek the unity of opposite sex, fluency and flexibility, abstraction and visualization, and logic and illogical. Combining these characteristics with the characteristics of biology teaching can establish an effective way to cultivate students' creative thinking.
Path and method.
1. Pay full attention to the concept of teacher-oriented and student-centered, and strive to realize classroom teaching democracy. Classroom teaching democracy is jointly created by teachers and students, which conforms to the concept of "leading subject" and exists between teachers and students in classroom teaching.
"Spiritual democracy" of equality, mutual assistance, participation and progress. It can create a democratic, harmonious and open classroom atmosphere, greatly arouse students' enthusiasm and initiative in learning, and boldly think, question and innovate. root
According to the idea of democratization of classroom teaching, biology teaching can flexibly use its two main forms, namely direct teaching and indirect teaching, to carry out classroom teaching reform practice: teachers' direct guidance can be in front,
Play a leading role, which can play an auxiliary role in the teaching process, and can also play a role in counseling, solving doubts and answering questions in the later stage; Teachers can also use unclear, non-imperative, non-conclusive and non-detailed guidance.
Indirect guidance; Teachers can talk, don't talk, talk more or talk less. In this way, students have enough time and space to actively think and question: is this biological concept accurate and complete, and are there any exceptions? this
Is the design of a biological experiment scientific and what are the interfering factors? How can this observation, life activity or physiological phenomenon be explained regularly in essence? Wait a minute.
2. Create problem situations and cultivate creative thinking methods. From the psychological point of view, many creative thinking methods can be obtained, among which divergent thinking method, concentrated thinking method and reverse thinking method are of universal significance.
Thinking method, lateral thinking method, weak thinking method, unified thinking method, combined thinking method, dialectical thinking method, etc. In biology teaching, there are many ways to cultivate these thinking methods, including creating problem situations,
The process of induction, synthesis and reasoning is the most basic and important way. We can create problem situations in the introduction of new courses, cultivate students' divergent thinking and lateral thinking, and create problems when solving important and difficult problems in textbooks.
Setting problem situations to cultivate students' concentrated thinking, reverse thinking and dialectical thinking. When teaching new and old knowledge, we can create problem situations to cultivate students' weak thinking, concentrated thinking and lateral thinking, so that they can learn to learn.
In the process of deepening the study of life phenomena, enriching the concept connotation and broadening the extension, the problem situation is created to cultivate students' unified thinking, centralized thinking and dialectical thinking. Xuekewang
3. Strengthen observation, experiment and practice. Biological science is a science based on observation and experiment. In biology teaching, the cultivation of creative thinking is inseparable from observation, experiment and practical activities. Zaisheng
In the process of biology teaching, we must attach great importance to observation, experimental teaching and practical activities in and out of class, and design and carry out verification experiments and exploratory experiments jointly by teachers and students in combination with the contents of textbooks and related observation, experiments and practical activities.
Experiments, parallel experiments, reverse experiments and related biotechnology activities enable students to learn how to observe purposefully, effectively and discoverably, how to conduct experiments and practice activities in a standardized, scientific and creative way, and learn to design completely and scientifically.
Experiment and analyze the experimental results, actively carry out thinking activities, develop creative thinking and cultivate innovative ability.
(D) to cultivate scientific values
Science education plays an extremely important role in school education, and biology education plays a very important role in school science education, especially in cultivating students' scientific values. tradition
Scientism science education thinks that science and technology can solve all the difficulties and problems faced by mankind, and it emphasizes conquering nature and naturalizing, materializing and objectifying others. These one-sided ideas and behaviors are in people.
In the relationship with nature, people blindly "conquer, transform and use" nature, resulting in the destruction of human living environment; In the relationship between people, they show mutual incomprehension, distrust and even selfishness, which makes
Everyone has different degrees of psychological problems, which leads to some social problems. Therefore, a complete science education should pay more attention to scientific spirit while emphasizing learning, understanding and mastering scientific knowledge and methods.
(objective spirit, rational spirit, experience spirit, etc.). ) and cultivation of scientific values. Scientific values are people's basic views on the value of science, that is, to solve the problem of what is the use of science and how to use it. Biology education
Various forms and ways can be taken to help students form correct scientific values.
1. Combined with the teaching content, introduce the importance of the development of biological science for human beings to gradually understand nature, themselves and life correctly, improve the quality of human life and promote the harmonious development between man and nature.
Important work 2. While realizing cognitive goals and technical goals, we should pay attention to the realization of emotional goals and the cultivation of humanistic spirit, so that students can be more caring, caring for others, loving life, caring for nature and willing to serve the society.
3. Pay attention to the realization of social goals of biology education. In the teaching process, social disputes about values and scientific ethics can be introduced, such as population control, euthanasia, sperm bank, cloned sheep, etc., as well as the evaluation of "killing tiger heroes and logging model workers", which can lead to discussion and value judgment.
4. Combining with the teaching of ecological knowledge, carry out ecological teaching activities-ecological moral education: from the ecological moral point of view of interdependence and harmonious coexistence between man and nature, teachers inspire and guide students to work hard for the long-term interests of mankind.
Enjoy nature and life better, and consciously cultivate ecological protection consciousness, ideological consciousness and corresponding moral and civilized behavior habits of caring for the natural environment and ecosystem. In today's increasingly prominent problems of population, environment and resources.
Today, ecological moral education should be paid full attention to, making it an important form of biological moral education and cultivating correct scientific values. Teachers should design various forms of teaching activities (investigation, research and practice).
Testing, discussion, research, etc. ), let students experience that they only love science and ignore morality, and only let the moral shield shelter mankind. The spearhead of science points to nature and only designs the living world of human beings with the earth as the conquest object.
And the ignorance, shortsightedness and danger of indiscriminate planting, deforestation, overgrazing, overfishing, indiscriminate fishing, random waste and pollution that violate the laws of nature, thus inspiring their strong sense of responsibility and mission and becoming conscious actions to protect the environment.
Who?