"Biology Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" (hereinafter referred to as the standard) highlights the educational and teaching concept of people-oriented, harmonious development between man and nature, pays attention to the development of students and the needs of society, and more embodies the latest progress of biological science and technology; Pay attention to students' existing life experience, emphasize students' active learning and increase practical links. The current version of biology textbooks for compulsory education strives to reflect these requirements of the standards. Each version of the textbook is written around the 10 topic of the biology course in the compulsory education stage, each with its own strengths and characteristics. In the new curriculum reform, what kind of teaching materials should be the same, the key is to implement the requirements of standards in teaching. How to use teaching materials according to the standard instead of the traditional "teaching" teaching materials, the author has made a useful exploration in the experimental practice of curriculum reform in recent years.
1 Take the length of each version of the textbook for my use.
There are many versions of textbooks, but it is impossible for schools in various regions to choose multiple textbooks at the same time, and only one of them can be selected according to the requirements of standards and the actual situation in the region. It is also a good thing to have more textbooks. When preparing lessons, I can focus on one book and take the advantages of various versions of teaching materials for my use. Therefore, it is necessary to study the characteristics of various versions.
1. 1 The main features and advantages of the biology textbook of Jiangsu Education Press (referred to as "Jiangsu Education Edition")
Each chapter has tips on learning objectives, and the map design is unique to the Jiangsu Education Edition because of its distinctive theme, rich content and conciseness. The design of after-class exercises is unique, scientific and reasonable, which can be designed in layers according to the actual situation of students, including self-evaluation, thinking expansion and extracurricular exploration. Rich in levels, diverse in forms and novel in topics, taking into account both the learning situation of most students and some students with spare capacity. The teaching content is closely related to the current scientific and technological trends, with a strong sense of the times and fast knowledge update. Textbooks are updated every year (with pictures and catalogues). The content is close to the students' reality: life-oriented, experimental materials are easy to obtain, and the inquiry activities are diverse and operable. Textbooks are written with a small amount of words and concise language descriptions, which creates space for teachers. The textbook is lively and student-oriented, which reduces the difficulty and focuses on cultivating students' abilities in all aspects (inquiry ability, information collection ability, data analysis ability, experimental observation ability, hands-on ability, etc.). ).
1.2 The main features and advantages of the biology textbook published by PEP (referred to as PEP)
The textbook is novel in content and rich in pictures, which is more than the Soviet version. All the pictures are actually observed (such as pictures of red blood cells, white blood cells and white blood cells devouring germs, etc.). ), and comic pictures. The teaching content is rich and the system is complete. More logical. Several sections designed are suitable for students to learn. Such as observation and thinking: combining with the reality of students' life; Inquiry activities: provide knowledge background and strong guidance; Abundant materials provide students and teachers with a lot of materials and information, reducing the burden of finding materials after class. Beautiful language, after processing and tempering, permeates the artistic conception of literature and art, is readable, embodies emotions, attitudes and values, and pays attention to social hotspots such as environmental protection. The design of experiment, inquiry and other activities reflects the close relationship between biology and life and the development of biology and science and technology. In terms of experimental material selection and inquiry activities, it is easy to select materials and has strong operability. There are more extracurricular reading materials added after class. The exercises are gradual, in-depth and extensive, examining students' learning knowledge and application ability, and paying attention to students' comprehensive analysis ability and application ability. The topic is novel, innovative, comprehensive and difficult.
But the knowledge points in the textbook are too comprehensive, too detailed and too profound. Without integration and deletion, every class should be taught, and the class hours are not enough.
1.3 The main features and advantages of the biology textbook of Hebei Preschool Education Publishing House (referred to as "Hebei Edition")
This textbook has six sections: things around, inquiry, knowledge chain, discussion, practical application and thinking. The textbook actively explores the change of students' learning style, pays attention to students' learning process and emphasizes the cultivation of students' practical ability. Subject knowledge has a foothold, and the presentation of knowledge is summarized in detail through the summary after the activity. This is not available in other textbooks. "Eye-opening" column aims to stimulate students' interest in learning and provide students with room for development. Illustrated with pictures and texts, the schematic design is ingenious and intuitive. The content selection of teaching materials pays attention to the connection with production and life, especially in rural areas (poultry, crops, ornamental plants, animals, etc. ).
However, there are too many knowledge points, too detailed and too deep, and the requirements for knowledge objectives are too high, too difficult and too complicated. Some contents are out of date, such as experimental observation, observation of rabbits, observation of roundworms, pork tapeworms, making plant specimens and insect specimens.
1.4 main features and advantages of biology textbooks published by Beijing Normal University Press (hereinafter referred to as "Beijing Normal University Edition")
It is systematic and rich in historical materials, and introduces many biological scientists and their classic experiments. For example, the experiment of Italian doctor Francisco Reddy and the experiment of "Goose Neck Bottle" by French scholar Pasteur (eight times). The section is well-defined and the picture is clear. Each chapter has several sections: learning objectives, knowledge points, thinking and practice, activities, small materials or extracurricular reading. According to the content of the textbook, the illustrations are highly targeted, novel, clear and vivid. Each "activity" has a clear purpose, clear methods and is close to students' reality.
All the above textbooks have broken the structure of traditional textbooks, and the presentation of knowledge is no longer as systematic as the previous textbooks, which reduces a lot of complicated and difficult contents and greatly reduces the learning difficulty of students. Because each edition of textbooks has its own characteristics, teachers should focus on one textbook in teaching practice, and other textbooks can be used as reference materials when preparing lessons, so as to optimize teaching design, enrich teaching content and expand students' horizons.
2 according to the standard use of teaching materials
In the past, we always taught according to the content and order of textbooks, as well as the syllabus and examination scope, and taught whatever was tested. If you don't change your educational concept, just wear new shoes and take the old road, so that you can get the new textbook, or teach it according to the old textbook and the old method. In order to reduce the burden on students and reduce the difficulty of learning, a large number of biased, miscellaneous and difficult knowledge points have been deleted from the new textbooks, while some teachers keep adding teaching content in the classroom for fear that some knowledge points will not be mentioned and students will not do well in the exam when they graduate.
To solve this problem, we must first change the teaching concept of "textbooks" in the past and make clear what teachers should teach students. This is actually a question of curriculum concept. As a biology teacher, we should teach students the method of lifelong learning through biology teaching, so that students can learn to live a healthy life, cultivate their innovative spirit, enhance their awareness of environmental protection, improve their biological science literacy, and form correct feelings, attitudes and values. This requires teachers to use textbooks according to standards. Textbooks are the carrier of knowledge and are used by teachers, rather than simply teaching textbooks. How to use teaching materials according to standards?
2. 1 intensive reading standards, comprehensive analysis of teaching materials
The content standard of junior high school biology curriculum includes 10 first-level topics, and all versions of textbooks are basically written according to this 10 topic. For example, the first volume of the seventh grade biology published by Su Jiao Edition mainly has two themes (the structural level of biology and green plants in the biosphere); The second volume of the seventh grade (people in the biosphere) has only 1 topics; The first volume of the eighth grade mainly has three themes (reproduction, development and inheritance of organisms, movement and behavior of animals, and healthy life; The second volume of Grade 8 mainly has two themes (biodiversity and biotechnology). In addition, the two themes of biology and environment and scientific inquiry run through the four textbooks. The theme of scientific inquiry includes scientific inquiry from the first volume of grade seven to the second volume of grade eight, so as to cultivate students' scientific inquiry ability step by step. Biology and environment also run through four textbooks, paying attention to man and biosphere and highlighting the relationship between biology and environment.
The contents of the first and second volumes of the seventh grade biology textbook published by People's Education Press are basically the same as those published by Jiangsu Education Press. The contents of the first and second volumes of the eighth grade are different from those of the Soviet Education Edition (the contents of the two volumes are just the opposite of those of the Soviet Education Edition). The arrangement order of teaching materials does not affect the implementation of standards. The key is to be familiar with the content of curriculum standards and make good use of teaching materials.
2.2 Combined with the teaching practice, adjust the order of teaching materials reasonably.
Taking the first volume of the seventh grade of Jiangsu Education Publishing House as an example, this paper talks about how to use teaching materials. This textbook consists of 3 units, with 34 class hours: Unit 1 has 6 class hours-exploring the mystery of life, which can be said to be the preface of students' contact with biology, mainly to let students know what the main content of biology is? What's the point of studying things? What is the connection between biology and our life? This part can stimulate students' curiosity to explore the mysteries of life and guide them into the hall of biological science. The second unit consists of six class hours, which is about the structural level of organisms, from the structure and function of plant cells, human and animal cells to the composition of organisms. Unit 3, lesson 22-Green plants in the biosphere, from seed structure, seed germination to plant growth, flowering and fruiting, describes the life of green plants, photosynthesis and respiration of green plants, and the role of green plants in the biosphere. From the analysis of the arrangement order of the teaching materials, the contents are interlocking, from the previous words to the methods, from the microscopic cell structure to the macroscopic plants, and then to the biosphere. Theoretically, there is no problem in teaching in this order. However, in the actual teaching process, teachers will encounter many problems. The first is the season. Because the new school year basically starts in September every year. If the teacher comes to class in the order of compiling textbooks, the content about photosynthesis will be 65438+February. At this time, the weather in Hefei, Anhui Province is already very cold, with little light and rainy days. At this time, photosynthesis produces oxygen and carbon dioxide, and the experimental exploration of photosynthesis producing starch is difficult to complete. In addition, when it comes to the content of flowering and fruiting of plants, it has also entered 165438+ October, and the flowers of plants have long since disappeared, so it is difficult for students to observe the structure of flowers. Therefore, in teaching practice, we can boldly try to adjust the teaching order of teaching materials and arrange the teaching content reasonably according to the suitable seasonal weather (the specific arrangement is omitted).
This adjustment can take the first section of the first chapter as an introduction to learning biology, so that students can understand the main contents of biology and stimulate their interest in learning biology. In the teaching of "instruments for exploring life" in the first section of the second chapter, let students know the microscope, learn to use the microscope initially, learn to make temporary films, and master some basic operating skills for observing the micro-world. The content of "exploring the method of life" can be combined with the teaching of "the discovery of plant photosynthesis", so that students can learn the general methods of scientific inquiry.
By moving the content of the sixth chapter about photosynthesis to the front, we can make full use of natural light energy and complete the experiments of "green leaves produce oxygen under light", "photosynthesis needs carbon dioxide" and "green leaves produce starch under light". These experiments can't be completed if they are taught step by step and later. Two experiments, "Green leaves produce oxygen under light" and "Photosynthesis needs carbon dioxide", can be carried out by students at home and then verified in class.
The fifth section of the fifth chapter, "Flowering and Fruiting of Plants", has also been moved to the front, so that flowers and fruits of some plants can be found in autumn, and the structures of flowers and fruits can be dissected and observed. There are seeds in the fruit, and then the germination of seeds and the growth of roots are also very logical.
In addition, some chapters can also be merged. For example, we can combine the first and second sections of the third chapter to learn the structure and function of plant and animal cells by comparative methods.
2.3 according to the standards to expand the content of teaching materials
For example, when studying the contents of "Chapter 23 Biodiversity Protection and Chapter 26 Biosphere is the largest ecosystem" published by Jiangsu Education Publishing House, you can arrange a class time for students to access relevant information online and arrange a class time for a speech contest. According to the learning objectives and learning contents, students purposefully search for information on the Internet and carefully prepare the speech contest draft. Through self-study and speaking on stage, students have a good understanding of biodiversity and biosphere, enhanced their awareness of environmental protection and improved their awareness of caring for flowers, trees and small animals.
3. Change students' learning style and guide students to learn independently.
To change students' learning style, teachers should first change their ideas, actively advocate inquiry learning according to the curriculum concept put forward by curriculum standards, and provide students with various opportunities and platforms to actively participate in the teaching process, so that students can actively learn and practice. We have made the following explorations in teaching practice.
(1) Make a semester teaching plan and send it to students. This is to let students know in advance what they want to learn this semester and the teacher's teaching intention to adjust the order of teaching materials.
(2) Encourage students to study first according to their hobbies. To this end, I sorted out the teaching content under the eighth grade and adjusted the content before and after. For example, the first unit of the Eight Immortals has the experimental content of brewing. Brewing requires a certain temperature, and the utensils are strictly disinfected. Moreover, the school has just started under the dam (February) and the temperature is low. So, I put the content of this unit in the back, and changed the brewing of wine to making yogurt or fruit wine. Some students are interested in making yogurt and some students are interested in making fruit wine, so I will print and distribute the information about how to make yogurt and fruit wine to students. These students immediately set out to make yogurt and fruit wine when they got home, and they were successful. At that time, the temperature of yogurt was relatively low. The student made many times, summed up and explored the rules of making yogurt, and wrote a small paper on making yogurt. Another student wants to make wine very much, but it's not the season for grapes. There are no grapes for sale in the market. He asked, I can't buy grapes now. Can I make wine with other fruits, such as apples? I'm glad the students asked questions, which is a good opportunity to guide students to study independently and explore actively. I am happy to say: you can try. According to the brewing principle of fruit wine, I think it is possible. Students really use apples to make wine after they go home, and report to me every day about the apples in the fermentation bottle. When the wine was ready, he excitedly packed a small cup and brought it to school for me to taste. It's really delicious. Other students also scrambled to taste it and said they would do it when they got back. Later, I organized students to make yogurt in groups in the laboratory. At this time, the temperature is around 30℃, so I can cook it the first day and taste it the next day.
4. Adopt flexible teaching methods to stimulate students' interest in learning.
In junior high school biology teaching under the new curriculum standard, students' learning should be independent, cooperative and exploratory, and the learning process is student-centered, while teachers play a "guiding" role in students' learning process. According to the teaching content, guide students to actively study, explore, observe and experiment. In the practice of curriculum reform in recent years, we have explored a variety of teaching methods, mainly including the following nine.
4. 1 cooperative learning in groups of students
At the beginning of the semester, each class is divided into groups of 4-5 people, and the leader is selected. After the group is compiled, it is generally fixed. Group members can freely combine and give students democratic rights. The team leader can elect or recommend by himself.
4.2 Campus Investigation Class
Some content can be carried out on campus. For example, students can be arranged to attend classes on campus by investigating the surrounding creatures, investigating the plant species on campus, observing the foraging behavior of ants, environmental factors affecting the distribution of rats and girls, and observing the campus ecosystem.
4.3 Network classes and multimedia courseware classes
Using network resources for classroom teaching. For example, the content of "the harm of drugs", teachers can directly look up relevant knowledge on the Internet, and a large number of real pictures and materials on the Internet let students deeply understand the harm of drugs. For another example, the contents of "biodiversity conservation" and "biosphere protection" can also allow students to search for information on the Internet independently, because the information on the Internet is much richer than that in textbooks, and students are also interested. Combining with the teaching content, making vivid and intuitive classroom multimedia courseware not only increases the teaching capacity, but also greatly improves students' interest.
4.4 "Simulated Medical Expert Consultation" Course
For example, the section "Major diseases threatening human health" can completely enable students to teach themselves and answer the "consultation" of "patients" or "patients' families" after mastering relevant knowledge. At the end of the last class, arrange the content and arrangement of learning activities in this class. Six "medical doctors" were selected from the whole class and divided into two groups with 3 people in each group. One group is the "Expert Group on Cardiovascular Disease Prevention" and the other group is the "Expert Group on Cancer Prevention", which is responsible for answering the consultant's questions. In this way, students' enthusiasm is very high, and they have learned a lot by themselves. The atmosphere in the classroom is also very warm. Finally, choose the best "doctor of medicine" and the students who can ask questions best.
4.5 Speech Contest (Forum Speech)
This kind of class can give every student a chance to speak on stage. Next semester, we will arrange 2-3 class hours to give lectures to students in the eighth grade. One is a lecture on "biodiversity conservation", and the other is a lecture on "protecting the biosphere" in international forums. In this way, teachers talk less, but students gain more. In the four classes I teach, every student gives a speech on the stage. When students give speeches, the leaders of each group act as judges, grade the students who give speeches, and then calculate the average score and ranking. Finally, according to the score, the first, second and third prizes will be awarded and certificates will be issued.
4.6 Debate class
For example, the section "Pay attention to biotechnology" contains the content of "safety and social ethics of biotechnology", which can be debated. Students can pay attention to biotechnology through self-study and analysis, so as to achieve the purpose of learning.
4.7 Routine experiment class and inquiry class.
These experimental classes must be attended. Students should not only talk and do experiments on the blackboard, but also do them themselves to cultivate students' ability to use their hands and brains.
4.8 Extracurricular reading class
In order to broaden students' horizons and enrich their biological knowledge, teachers use the school library to take students to the library to read books in biology class. Let students know the role of the library in reading class, learn to use the books in the library, and learn to find biological materials.
4.9 Carry out extracurricular interest group activities to serve classroom teaching.
In short, a variety of classroom teaching methods make students not feel bored with learning, thus improving and mobilizing their learning initiative and enthusiasm. While learning knowledge, we should form correct emotional attitudes and values, cultivate students' enthusiasm and innovative spirit for science, enhance students' awareness of environmental protection in caring for and protecting the biosphere, and put it into practice to form conscious behavior.