First, the infiltration of competitive consciousness in biology teaching
Competition, survival of the fittest, this is one of the laws of biological survival, development and evolution, and also the objective law of human society. However, it has become a more popular modern concept in today's social transformation in China.
1. Let students inspire their sense of competition by investigating many life phenomena. There are many situations and opportunities to infiltrate the sense of competition in biology teaching. For example, when we teach the Evolution of Biology, let students freely discuss and discuss the reasons of biological evolution, let students understand the significance of biological competition from investigating many biological competition phenomena, and then summarize and rise to a rational concept of competition to form the concept of competition. Enlightenment education with competitive consciousness in teaching.
2. Let students deepen their sense of competition in the comprehensive analysis of typical complex life phenomena. In biology teaching in senior high school, we consciously promote some competitive knowledge and theories to a higher level through comprehensive analysis of typical complex life phenomena. For example, when we ask students to discuss and analyze the complex relationship between wolves, sheep, pastures and the surrounding inorganic environment, students understand the predatory relationship between wolves and sheep, sheep and grass, and also understand the competitive relationship between wolves and wolves, sheep and sheep for food and living space, that is, their competition (or struggle). But it also inspires students to understand that wolves catch sheep and wolves can't catch all the sheep; Sheep eat grass, but they can't eat all the grass. Otherwise, wolves, sheep and pastures will perish together and destroy the grassland ecosystem. It can be seen that organisms are interdependent. We transfer knowledge conveniently and ask students: How should human beings grasp and apply the law of competition and correctly handle the complex competitive relationship between man and nature, man and biology, and man and man? Let students face the complicated new situation and future life journey of human society with the idea of equal competition, and let students have a strong sense of competition.
Second, the infiltration of adaptive consciousness in biology teaching
1. Inspire students' adaptive thinking in the whole teaching process. In the whole process of biology teaching, we always pay attention to infiltrating adaptive thinking. For example, while teaching plant knowledge in junior high school, we emphasize that every existing plant has morphological structure and physiological function characteristics that adapt to the environment.
Biological adaptability is universal, which is the universality of adaptability. However, the living environment of living things is objective and changeable, and the change is absolute. Therefore, the adaptation of organisms to their living environment is relative and incomplete to some extent, which is the relativity of biological adaptability. When the living environment changes rapidly, many creatures often can't adapt to the new environment, so they can't survive or become extinct. The extinction of dinosaurs and the extinction of many rare animals and plants fully proved the relativity of biological adaptation. Biological adaptation is universal and relative, which makes students realize the complexity and diversity of biological adaptation and deepens their adaptive thinking.
Thirdly, permeate the whole consciousness in biology teaching.
1. Inspire students' overall thinking with a series of biological examples. There are many scientific examples in biology that embody this whole idea. For example, a cell can be regarded as a whole, which has not only the structure and function of the whole cell level, but also the structure and function of its components and organelles. They are both different and related. An organism can also be regarded as a whole. A population, a community and an ecosystem can all be regarded as a whole or a system.
When we teach green flowering plants, we inspire students to study a plant as a whole, and analyze and synthesize it from whole to part and from part to whole. First, it can be broken down into different levels: cells, tissues and organs. These parts are interrelated. Cells are connected by plasmodesmata, and organs are connected by vascular bundles, forming a complete plant. Physiologically, the six organs in plants are inseparable from each other, although their functions are different. Roots absorb water and inorganic salts, and leaves absorb CO[, 2] in the air. Through the photosynthesis of leaves, organic matter is produced and transported from stems to roots, flowers, fruits and seeds to maintain the overall life activities of plants. Vegetative growth and reproductive growth of plants are opposite and interdependent, so that students can understand wholeness in the dynamic process of plant growth and development, inspire students' holistic thinking and be inspired by the concept of wholeness or system.
2. Use typical examples of biological science to deepen students' overall concept. People live in the ecosystem of the earth, and people are a part of nature. The raw materials for human clothing, food, shelter and transportation, as well as various substances needed for production and daily consumption, must be obtained from the natural ecosystem, and the wastes generated from production and daily life must be discharged into the ecosystem. Therefore, any human behavior should be investigated in the dynamic balance of the whole earth ecosystem. Human beings should not only transform but also destroy nature, so as to realize the harmonious unity between man and nature, and naturally make students have the overall concept of "harmony between man and nature", deepen the overall concept and strengthen the overall open consciousness.
An extremely favorable situation.
Fourthly, the infiltration of innovative consciousness in biology teaching.
When we look at the human world, we know that it is a world of creation, a world of constant innovation. How important it is to cultivate students' innovative ideas and establish innovative consciousness. Firmly grasp every innovation situation, infiltrate the education of innovation consciousness, and constantly ignite the torch of students' innovation consciousness. For example, when we teach the totipotency of plant cells, we inspire students to ask questions: Can people use plant cells, tissues, stem tips, leaves and pollen anthers to grow and develop into new plants under certain conditions? Some students say this is a high-tech biotechnology for plant tissue culture. Chinese biologists have cultivated many new varieties of tobacco and wheat with high quality and high yield with anthers, which is in a leading position in the world.
(Author: Cangxian Middle School, Hebei Province)