The academic examination for junior high school graduates is the final examination in compulsory education. It is an important means to check and evaluate the educational concept and teaching quality of ordinary junior high schools, and to evaluate whether junior high school students can meet the basic requirements stipulated in the curriculum standards. It is also an important reform measure to fully implement the national education policy, promote the all-round development of students and promote the in-depth development of curriculum reform.
Biological academic examination does not overemphasize the role of screening and selection, but pays more attention to the role of examination evaluation in promoting students' active learning and all-round development, embodying the spirit and concept of curriculum reform, and paying attention to the assessment of basic knowledge, basic skills, emotions, attitudes and values; Insist on facing all, make the vast majority of junior high school students who insist on normal efforts meet the graduation requirements, and strive to adapt to the corresponding requirements of curriculum reform and examination and evaluation system reform, which will play a correct guiding role in junior high school biology teaching.
The review of the biology academic exam we are facing can really be called "time is tight and the task is heavy". It should be difficult to review the contents of the four books. In addition, students generally don't attach importance to biology because of their low scores. There is little hope for students to spend their spare time on biology. Therefore, only improving the efficiency of classroom review is the only choice for us to do a good job in later review.
This paper analyzes the quality of biology graduation examination in junior high school in 2007 and 2008, reflects on the main problems, and puts forward some suggestions for biology graduation examination in junior high school in 2009.
First, highlight the backbone knowledge and build a knowledge network
According to the understanding of "Curriculum Standards" on the requirements of subject evaluation standards, the content selection of academic examinations for junior high school graduates should focus on the main knowledge. Therefore, in the process of guiding students to review, we should first highlight the review of the main knowledge and build a knowledge network. Scattered and fragmented knowledge is difficult to understand and remember deeply. Only systematic and structured knowledge can be integrated and extracted quickly and effectively when solving problems. There are several ways to build a knowledge network.
1 Grasp the core knowledge content and build a knowledge network.
First of all, sort out and summarize the knowledge: after the content of a book is finished, the content of this book is generally not summarized by students. Teachers can help students break down chapter boundaries, list some titles, and integrate all kinds of knowledge to form a network or system. For example, after studying the circulatory system, digestive system, respiratory system and excretory system, we can list the following topics: (1) The roles of the four systems (circulation, respiration, digestion and excretion) in metabolism are comprehensively reviewed. (2) What is the impact of physical exercise on human health (including sports system, circulatory system, respiratory system, nervous system, etc.). )?
Secondly, knowledge concatenation: according to the inclusion relationship between concepts, some related knowledge is concatenated into one. If you study the composition of plants, you can connect the knowledge of cells → tissues → organs → plants, instead of listing these knowledge separately, because these knowledge are not isolated, but related. If not, although we have given students a new lesson before and then reviewed it, if we ask students again: How are plants formed? Students will still be confused and unable to answer.
When preparing lessons, teachers must understand the knowledge structure of units and chapters and the interrelated knowledge framework (or knowledge tree); Understand students' knowledge and skills, find out the missing places, so as to determine the focus of review, so as to guide and help students sort out knowledge clues, understand the relationship between knowledge, and fill in the gaps through typical topics.
For example, taking the process of photosynthesis as the core, we can contact the following knowledge: the structure of plant cells, the structure of leaves, the growth of plants, the respiration in plants and so on. Help students to build a knowledge system, and truly learn new things by reviewing old ones. The review of knowledge should pay attention to the connection between foundation and knowledge points.
Grasping several main lines and connecting related knowledge in series is also an important way to form a knowledge network. For example, through the main line of plant growth process, we can relate to: seed germination (seed germination conditions, seed germination process, etc. ); Plant growth (water absorption, inorganic absorption, manufacture and utilization of organic matter, transportation of nutrients, etc.). ); Seed formation (flowering and fruiting, fertilization, etc.). ).
3. Classifying scattered knowledge can also make knowledge networked.
Examination review, biology class should return to textbooks, return to basic knowledge. In the process of organizing the first round of review, teachers will consciously help students organize their knowledge and build a knowledge network. Later, with the increase of exercises and the comprehensive strengthening of the review content, some students may re-blur the passively constructed knowledge network and the internal relationship between each piece of knowledge, so it is very necessary to sort out their own knowledge again. We should understand the basic concepts and requirements in each module as clearly as possible. This requires everyone to sort out the knowledge framework scattered in textbooks according to the knowledge system in the examination syllabus. The main knowledge is connected in series through the test paper. For example, water is involved in many places in textbooks, and related knowledge such as water content, plant water absorption, water loss and synthesis, water pollution and so on can be sorted together.
The second is to focus on the study of basic knowledge and skills in practical problem situations, emphasizing the integration of theory with practice, close to local reality and close to students' lives.
Strengthening the teaching of basic biological knowledge and skills, the basic concepts exposed in the examination are vague, the basic knowledge is not firm, the learning is not systematic enough, and the ability to solve problems is poor. For example, the nutrients needed for fruit growth mainly come from:
A. absorption of roots B. conduction of stems C. photosynthesis of leaves D. fertilization of flowers Students choose A by mistake, and the correct answer is C.
Take the "double basics" in the textbook as the carrier to guide students to learn the basic methods of biology. The basic concept of biology is the basic unit of biology. We should attach importance to the teaching of basic concepts and laws, the integration of theory with practice, students' real life and some production practices, the cultivation of students' ability to solve practical problems by using basic knowledge, and the cultivation of reading comprehension, map analysis, comprehensive analysis, self-study transfer, language expression, scientific inquiry and innovative consciousness.
Biology is closely related to people's daily life. People's clothing, food, shelter, transportation and use are inseparable from biological knowledge. Paying attention to students' health and aiming at environmental protection, the senior high school entrance examination involves hot issues such as soilless culture, environmental protection, green food, biological control of pests, sustainable development, etc., which is conducive to strengthening students' attention to new achievements in life sciences and their application value and development prospects. To study and explore the practical problems of biology, we should learn knowledge from life and then serve the society with knowledge. The theoretical knowledge of biology comes from practice. At the same time, we can use the principles, concepts and laws of biology to guide and solve practical problems. Therefore, in the review process, teachers should quote or design real scenes to restore what they have learned to vivid social practice. In the 2008 exam, students' ability to transfer applied biological knowledge was poor, and they could not be linked with society, production and life. For example, Xiao Ming always can't see clearly at night, so he should supplement foods rich in vitamin A appropriately. Students answer iron, calcium, zinc, etc. Incorrectly; Question 6. Analysis shows that the full score is 10, among the 283 sampled people, 45 failed and 5 scored 0; Question 7. Extended expansion question: Out of 2 points, 283 people sampled 13 1 got 1, 30 people got 0, and the scoring rate was 70%.
When solving problems, students should actively study and explore with strong interest. Only in this way can we cultivate and train students' ability to analyze and solve practical problems and cope with various examination questions.
Third, strengthen the training of chart information mining.
Appropriate selection and combination of various intuitive teaching methods. For example, the use of multimedia teaching methods such as objects, wall charts and specimens, and the production of multimedia courseware. Give full play to the role of modern educational technology in solving teaching difficulties and creativity, guide students to actively participate in teaching situations, give students sufficient time and space for free activities, provide students with opportunities for clues, attempts and thinking, and stimulate their enthusiasm for learning.
The key to "knowing the picture" is how to mine the information of the picture, see the meaning of the picture clearly, identify the subtle changes in the picture, and combine the theoretical knowledge learned to dig the breakthrough point of "knowing the picture", so as to turn the "silent" picture into a talking language. Therefore, the pictures in the textbook must be recognized, and the curves must be analyzed. When reviewing, the teacher should help the narrative understand the structure diagram, pattern diagram, schematic diagram and relationship of each chapter. Efforts should be made to convert experimental data, experimental results, some biological phenomena, physiological processes and laws in teaching materials into various forms of charts, guide students to observe, analyze and process the information provided by charts, and cultivate students' ability to deal with practical biological problems through the information provided by data, charts and curves.
Fourth, choose examples to exercise and strengthen adaptability and flexibility.
1 Academic examination is a representative summative examination. The examination questions not only reflect the foundation well, but also focus on the students' thinking methods, thinking ability and adaptability. Therefore, there will be some representative and relatively difficult questions in the test paper. Therefore, in the review stage, teachers should choose some innovative, applied and comprehensive exercises to practice. A good examination paper not only conforms to the reform direction of examination content, but also highlights the ability inspection, which not only helps students master the key and difficult points of knowledge, but also cultivates students' ability to analyze, solve and summarize problems, and can carefully choose examples. In the review, select some appropriate, innovative examples that best reflect the essential characteristics of the review content, stimulate students' thinking inspiration, arouse students' thinking resonance, and teach them, so as to review the past and learn new things. When choosing examples, we should be "three natures". One is accuracy; Meet the requirements of the syllabus and teaching materials, and beware of being too deep or too biased, which will increase students' heavy academic burden; The second is demonstration: it embodies important knowledge points and has the role of "example"; The third is comprehensiveness: it reflects the horizontal connection of various knowledge and cultivates students' comprehensive problem-solving ability. Generally speaking, when reviewing, we should select the knowledge that students usually miss, the knowledge that students easily confuse, and the knowledge that is critical and regular.
2. Strengthen the training of students' test-taking ability and problem-solving skills. Teachers should work hard on "intensive lectures", expand students' thinking through "multiple solutions to one question" and "multiple solutions to one question" and activate students' thinking. In class review, they should do the questions appropriately and pertinently. According to the knowledge points reviewed, exercise questions should be selected from the simple to the deep: according to the weak links of students, strengthen special training; Get rid of the sea of questions and strive to improve the efficiency of doing them; Carry out exchanges and mutual assistance between teachers and students, and achieve good results with "unchanged" and "changed".
3. It is necessary to change students' review methods, let students actively participate in the review process, change students' passive learning into active learning, and change students' receptive learning into inquiry learning; We should attach importance to the process of knowledge formation and development, and inspire students to find and ask questions through learning, so as to deepen their understanding of what they have learned, learn to apply it, and learn to learn.
Fifth, pay attention to exploring the experimental process and methods.
Biology is an experimental science, and experiment is an important part of biology teaching. Attention should be paid to experimental teaching. Experiments can not only deepen the understanding of the basic knowledge of biology, further cultivate the ability of observation and experimental operation, but also apply the learned knowledge to solve some problems encountered in life. More importantly, experiments can cultivate students' scientific thinking methods and scientific inquiry ability, and improve their scientific research literacy.
Attention should be paid to the experimental operation ability of biology, such as the use of microscope, experimental operation and inquiry process. Students must be allowed to do the experiments required in the textbook, and videos, demonstrations and lectures cannot be used instead of students' experiments. The experimental questions in the exam reveal insufficient attention to experiments and poor scientific inquiry and experimental skills. There are still many mistakes in the construction and use of microscope, which fully exposes the problems existing in biological experiment teaching. In the junior high school biology academic exam in 2008, the score rate of experimental inquiry questions was 5 1%, which was the most lost question. For example, in the experiment of exploring "green leaves make organic matter under light", Zhang Yu used "silver-edged geranium" instead of ordinary geranium, and designed the following experimental steps: step one, standing in the dark for 24 hours, step two, irradiating in light for several hours, step three, heating and decoloring with alcohol in water, step four, washing leaves with clear water, and step five, dropping iodine solution. (Hint: The leaf margin of Pelargonium argenteum does not contain chloroplasts, but it is white. )
Try to analyze:
(1) Compared with the experiment with common geranium, what steps are missing in this design? Cover the leaves with black paper (the students answered incorrectly in the control experiment). Will it affect the experimental results? Yes (fill in "Yes" or "No") Students can't fill in it incorrectly.
(2) After washing with iodine solution, observe the color change of leaves, and find that the edge of leaves does not change color (students mistakenly answer basket, blue, etc.). ), while other parts turn blue (students mistakenly answer yellow, light, etc. This phenomenon shows that chloroplast (students mistakenly answer light and sunlight) is a necessary condition for plant photosynthesis; Starch is the product of photosynthesis. ).
66. Xiaoli observed the permanent smear of human blood with a microscope in the laboratory and encountered the following problems. Please help her solve these problems:
(1) There is insufficient light in the laboratory. She wants to use concave mirror (students' wrong answers are convex and eyes are wide) and a large aperture to make her vision brighter.
(2) In order to find all kinds of blood cells, the coarse quasi-focus screw should be rotated first, and then the fine quasi-focus screw should be rotated until the object can be seen clearly.
(3) In the field of vision, the most common cells she saw were red blood cells (the cell walls of the students were wrong) and round cakes with concave sides (among the students, they were convex, round and pie-shaped, etc.). The largest cell in the field of vision is white blood cells. ), but the number is small. It reflects the weakness of biological experiment teaching. Teachers should pay attention to it.
We should attach importance to the training of students' basic experimental skills, and strengthen the training of experimental principles (objectives) and methods, how to observe phenomena, design experimental record forms, and analyze experimental phenomena. In particular, students should be guided to find out why the experimental steps are designed and operated in this way, and what problems will occur if they do not follow these steps; Guide students to pay attention to the experimental process and phenomena, give them a certain time and opportunity to discuss the experimental phenomena, adapt to the problems in the process and the corresponding treatment methods, guide students to evaluate themselves or each other in time, get a reasonable and correct experimental scheme or solution to the problems, and pay attention to the operability and accuracy of the experiment; Help students analyze and deal with experimental phenomena, draw experimental conclusions, and gradually improve their experimental hands-on ability and design ability.
It is necessary to fully arrange the teaching and review plan for graduation grades, accurately grasp the requirements of biological academic examinations, and seriously study new examination questions. Usually, the choice of test questions should pay attention to the requirements of curriculum reform and curriculum standards. Do a good job in each review class. You can't use speaking instead of practicing, and you can't use practicing instead of speaking. You should combine theory with practice to be precise and concise. There are various review methods for junior high school biology class, so teachers should study hard and open their minds. Using a variety of teaching methods, we should aim at the students we teach, be precise and concise, and mobilize students' learning enthusiasm from different points, so that we can certainly complete the review of the exam.