1. High school biology excellent teaching plan
I. teaching material analysis's "Energy Flow in the Ecosystem" is the core content of the third section of Chapter 8 "Ecosystem" in the second book of senior high school biology (compulsory). In teaching, this part of knowledge plays a connecting role. The knowledge in this section is closely related to the knowledge in the third chapter "Metabolism", and is directly related to the study of "Material Cycle of Ecosystem" and "Stability of Ecosystem". The subject is comprehensive, and the theory is closely linked with practice, so it is necessary to improve the ability to use knowledge flexibly, analyze and solve problems and read pictures.
Looking at the national college entrance examination questions of XXXX in recent three years, this part of knowledge is one of the hot topics in the college entrance examination, which will be examined in the college entrance examination over the years. However, in the past three years, Tianjin volume has been involved less. From the examination form, there are both multiple-choice questions and non-multiple-choice questions. It often involves the analysis of graphs and charts. The way of proposition is flexible and diverse, which mainly examines students' ability to integrate theory with practice, flexibly use knowledge and analyze and solve problems. Among them, "the characteristics of energy flow" and the calculation of energy transfer at all trophic levels, as well as the comprehensive application of energy flow and material cycle knowledge analysis in this chapter to solve practical and hot issues in real life are the focus of the college entrance examination proposition.
Second, the teaching objectives
According to the specific requirements of the syllabus and the syllabus, combined with the knowledge level of students, the teaching objectives are as follows:
1, knowledge target
(1) Understand the sources, flow channels and research purposes of energy in the ecosystem.
(2) Understand the characteristics of energy flow
(3) Calculate the energy transfer of each trophic level in the food chain.
2, ability goal:
Cultivate students' ability to read pictures, observe and analyze, and integrate theory with practice.
3. Emotional goals
Cultivate students' dialectical view of the general relationship between material movement and material.
Iii. Key Points and Difficulties
1, teaching focus
Process and characteristics of energy flow in ecosystem
2. Teaching difficulties
Calculation of knowledge related to energy flow in ecosystem
3. Breakthrough of key and difficult points
By means of multimedia courseware, with the help of its image, intuition, dynamic and other functions, the knowledge structure is clear at a glance and the key points are highlighted. Then through the follow-up of classic examples, teachers' detailed explanations and students' analysis, we can strengthen our knowledge and break through difficulties.
Fourth, teaching methods.
Focusing on the teaching objectives and contents of this class, we should make targeted review objectives before class, requiring students to review in advance and teachers to check and implement them. Multimedia is used as an auxiliary means in teaching, and various teaching methods such as heuristic and discussion are adopted. Through the analysis and research of this part of the relevant college entrance examination questions in recent years, and the explanation of how to establish keywords, key points, problem-solving ideas, problem-solving methods and skills in solving problems, students can have a systematic understanding and mastery of these knowledge.
2. High school biology excellent teaching plan.
I. Teaching objectives 1, knowledge objectives
Name the main hormones in human and animals.
Differentiation and analysis of pathological changes caused by abnormal hormones.
2. Ability objectives
Describe the feedback adjustment mechanism.
Explore the interaction of animal hormones.
3. Emotion, attitude and values.
Just as celestial bodies maintain vitality through movement, a gentleman should constantly pursue self-improvement.
Thanksgiving life.
Second, the teaching focus and difficulties
1, teaching focus: feedback regulation mechanism and regulation of blood sugar balance.
2. Teaching difficulties: case study of hormone regulation.
Third, teaching strategies
1, fully mobilize students' knowledge and experience.
These students have already learned it in junior high school biology class. In teaching, students' knowledge and experience should be fully mobilized and new knowledge should be established on this basis. For example, ask students to tell the main hormones in human and animals and their functions, and analyze the pathological changes caused by abnormal hormones on the slide.
2. Give full play to the main role of students.
In the teaching process, teachers should try their best to create opportunities for students to become the main body of learning activities. Teachers only provide necessary guidance and knowledge for students' study. In the process of hormone interaction, students are divided into two groups to exchange knowledge, compare and summarize, and then send representatives to report to the whole class.
3. Guide students to pay attention to society and life.
The content of this section is closely related to social and personal life. Guide students to combine what they have learned with social and personal life. On the one hand, this combination can reflect the actual problems in social life as the background, analyze and excavate the scientific knowledge contained in these problems; On the other hand, it is embodied in analyzing and solving problems in social life by using the knowledge learned. For example, Dr. White's case analysis, the analysis of the body's response to cold stimuli, is consistent with the concept of the new textbook.
Fourth, the teaching concept.
Pursuing the harmony and unity of knowledge, ability and emotional goals.
3. High school biology excellent teaching plan.
1. teaching material analysis students lack knowledge of organic chemistry about amino acids and protein, which is the bottleneck of the teaching content. The structure of amino acids and the formation of protein belong to microscopic knowledge, which is abstract and very boring. Therefore, we should pay attention to connecting with students' life experience in teaching, and use animation, stories, games and metaphors to not only increase students' perceptual knowledge of micro-content, but also enable students to learn key and difficult knowledge in the process of actively acquiring knowledge, improve their thinking ability and form corresponding opinions. But also stimulate students' interest in learning.
Second, the teaching objectives
1. knowledge
(1) shows the structural characteristics of amino acids.
(2) Understand the process of amino acids forming protein.
(3) Summarize the structure and function of protein.
2. Emotions, attitudes and values
I agree that protein is the main undertaker of life activities, and set up a dialectical materialist view of the unity of structure and function.
3. Capacity
(1) By observing the structures of several amino acids independently, the general structural formula of amino acids was obtained through thinking and discussion, and the ability of observation and analysis was cultivated.
(2) Through the combination of pictures and texts, students can obtain vivid and informative content and cultivate their ability to analyze and process information.
Third, teaching focuses on difficulties.
Key points:
(1) protein's function.
(2) The structure of amino acids and the process of forming protein.
Difficulties:
The process of (1) amino acid forming protein.
(2) The reasons of structural diversity in protein.
Fourth, teaching rules and media selection.
1. Teaching methods and media selection
According to the new curriculum concept, aiming at the content of this section, I mainly adopt the method of combining inquiry teaching with multimedia-assisted teaching. In the teaching process, animation and pictures are used to create situations and solve teaching difficulties step by step.
Study law
Teaching is a process of communication between teachers and students. The key to choosing a good learning method is to find the combination of teaching and learning and realize the unity of teaching and learning. Corresponding to the inquiry teaching method, I organize students to observe and discuss, let them draw conclusions through observation, analysis and comparative reasoning, carry out inquiry learning, cultivate students' self-study, observation and creative thinking ability, make students enter the micro and then return to the macro, and form a process from perceptual knowledge to rational knowledge.
Five, the teaching process design
Import: Play clips from the movie Spider-Man.
Q: Who is the hero in the movie? What is his greatest weapon?
Display: (1) The picture of the black widow spider. Because its spider silk contains "spider silk protein", the strength of its spider silk is extremely high.
⑵ pictures of fluorescent jellyfish.
Q: What kind of creature is this? Why do they emit beautiful fluorescence?
Q: From these pictures, it should not be difficult to find out who caused these magical life phenomena.
Lead out the theme of today's lesson.
Show: some food (meat, eggs, milk, etc. )
Q: Why do we often say that these foods have high nutritional value?
Q: protein is very important to the human body, so what kind of life activities can protein undertake in the human body? Do you want to go on a human body trip with me?
Create a scene: three-dimensional transparent human body scene.
⑴ Watch the three-dimensional animation of human skeletal muscle and ask: What is the main structural substance for building muscle? What can protein do?
(2) Then ask the students to observe four scenes of life activities that may occur in the human body, and ask: What protein are involved in these four scenes? What are the functions of these protein?
⑶ Summary: Does protein have many functions in organisms? To sum up protein's role, "all life activities are inseparable from protein, and protein is the main undertaker of life activities".
Transition: Structure and function are compatible. Protein can undertake so many functions. Is this necessarily related to his functions? Let's unveil its mystery together! The research shows that the structure of protein is complex, but this complex molecule is composed of some simple amino acid molecules. Therefore, to understand the structure of protein, we must first understand the structure of amino acids.
Create a scene: Tell the story of the struggle between "Tetrahydro Brothers" and "two powerful power groups" in a figurative way, so that students can understand the groups such as "chemical bond", "carboxyl group" and "amino group" and some writing methods, and how methane forms the amino acid "glycine", which lays a foundation for understanding the structure of protein and amino acids and the common structural characteristics of amino acids in the future.
Transition: Will Glycine Be the Only Amino Acid? Tell the students that there are about 20 kinds of amino acids that make up the organism protein. Let's look at other amino acids.
Question: Compare these four amino acids. From the perspective of four "neighbors", how many "neighbors" are the same? How many neighbors are different?
Question: In fact, other amino acids also conform to this law. Can about 20 kinds of amino acids be represented by a general structural formula according to this law?
Activity: Invite two students to perform on the blackboard, and the other students try to write on the paper.
Ask the students to evaluate the amino acid structure written by two students. The teacher finally summed up and explained the mistakes.
Ask questions:
⑴ Observing the general structural formula, what are the structural differences of different amino acids? So what are the R groups of glycine and alanine?
⑵ Observe the general structural formula. What elements are there in amino acids? What about protein?
⑶ Looking at the general structural formula and the four amino acids just now, Q: What are the common structural characteristics of these amino acids from the perspective of amino and carboxyl? (while thinking, guide students from the number of amino groups and carboxyl groups; The connection mode of amino group and carboxyl group is considered from two aspects)
Summary: Summarize the common structural characteristics of amino acids, and point out that only amino acids that meet the common structural characteristics are amino acids that constitute the protein of organisms, otherwise they are not.
Transition: Now we know the structure of amino acids, but how did protein form from the basic unit of amino acids? Point out that it is "interconnected".
Activity: Please ask a classmate to come to the front desk, with the same posture as me, open your arms and put your legs together. Let the students make associations through today's class. What can you think of? Q: What is the easiest way for me to contact this classmate? Ask again: Are there "left and right hands" and "places to shake hands" when amino acids are connected with each other?
Create a scene: watch flash animation (the formation of protein)
Ask questions:
⑴ Describe how amino acid molecules are "interconnected"?
⑵ Is there a "peptide bond" between "right hand" and "place to shake hands"?
Although there are similarities with holding hands, there is no difference? From this, it is concluded that this "interconnection" is called "dehydration condensation"
(4) Is this a new molecule? Point out "dipeptide"
5. Can dipeptide continue to dehydrate and condense?
Through a series of questions, guide students to summarize the quantitative relationship among tripeptide, polypeptide and peptide chain, as well as the number of peptide bonds, the number of water molecules removed and the number of amino acids in a peptide chain.
Summary: How many stages did amino acid formation protein go through?
Transition: Show some common protein structure diagrams, and point out that these protein can form a certain spatial structure. It is pointed out that protein has10/kloc-0-10/2 kinds, but there are only about 20 kinds of amino acids that make up these protein.
How did these amino acids form so many protein molecules?
Activity: Tell the students to divide into groups of 6, and ask one group of students to perform amino acids on stage, and the other groups.
Discuss with each other what causes the diversity of protein's molecular structure. Ask two groups of students.
The representative published the reasons for protein's molecular diversity.
Evaluation and summary: reasons for structural diversity.
Thinking: Why can protein undertake so many functions?
Class dismissed: In today's class, we not only got the basic knowledge of protein, but also felt the significance of protein to life: The life world is colorful, does it still exist without protein? However, protein is the main undertaker of life, but are they "manipulators" of life activities? What kind of compounds will they be? Leave this question to the next class!
4. High school biology excellent teaching plan.
1. teaching material analysis's Inquiry Process of Photosynthesis is the content of the fourth quarter of Chapter 5 of compulsory biology in senior high school. This textbook introduces the education of the history of science and briefly introduces the inquiry process of photosynthesis by many scientists. But at the same time, the classic experiment introduced in the textbook also contains the general methods of scientific inquiry, which is a good material to cultivate students' innovative spirit and practical ability. Therefore, the reprocessing and in-depth development of this textbook can lay a foundation for the experimental design teaching in senior three, embody the spirit of the new curriculum standard, and highlight the subject characteristics of biology that attaches importance to the cultivation of scientific inquiry ability.
The junior high school biology textbook has already described the basic knowledge of photosynthesis and arranged the experiment of making starch from green leaves under light. On this basis, this section describes several experiments in the process of photosynthesis from product to site discovery, aiming at enabling students not only to acquire relevant basic knowledge, but also to know how to explore the basic methods of biological science. Cultivate students' scientific attitude of seeking truth from facts and constantly explore the spirit of new knowledge and cooperation.
The course of photosynthesis inquiry is mainly to analyze the course of human inquiry into photosynthesis and clarify the process and essence of photosynthesis. The overall teaching idea is to complete the above teaching tasks with good quality and quantity. In the teaching process, some typical examples are combined to run through this class, which promotes teaching with questions and learning with teaching.
2. Teaching objectives
According to the above analysis, combined with the requirements of the syllabus, taking into account the students' cognitive level and thinking characteristics, the teaching objectives of this course are as follows:
(1) Knowledge and skills: By studying classic experiments, we can know the course of human exploration of photosynthesis; Understand the methods and conclusions of classical experiments; Can tell the raw materials, products, places and conditions of photosynthesis.
(2) Process and method: Experience the skills and ways of thinking of predecessors in designing experiments; Go through the general process of scientific inquiry; Learn how to cooperate and communicate, build models, control experimental conditions and set up comparison methods.
(3) Emotional attitude and values: Feel the scientific attitude of seeking truth from facts and the perseverance of scientists. Ferocious
Develop students' scientific interest and cultivate students' scientific spirit of questioning and exploring.
3. Emphasis and difficulty in teaching
Key points: explore the methods of raw materials, products, places and conditions of photosynthesis; Understand the general process of scientific inquiry.
Difficulties: the principles and methods of classical experiments in the process of photosynthesis discovery; Design simple experiments with principles.
Second, the analysis of learning situation:
As a high school student who has entered high school for almost a semester, he has already possessed certain basic knowledge of biology. Pay attention to the following points in teaching:
(1) They already have some basic knowledge about photosynthesis in junior high school biology study, and they have done it.
Experiment "Green leaves make starch under light".
(2) Have chemical knowledge related to material change and energy change.
(3) In the previous study of "Enzymes reduce the activation energy of chemical reactions", we learned simple control experiments and related experimental design principles, so that the final experimental design of this course can be carried out smoothly.
(4) They have certain ability to analyze problems, so it is feasible to implement problem-based inquiry teaching. After learning about "cell" and knowing about "metabolism and enzyme" and "metabolism and ATP", students turn to the more difficult "photosynthesis". From the biological point of view, photosynthesis is the most basic material metabolism and energy metabolism, and it is the basis for students to learn the ecosystem.
Third, oral teaching methods
The tutorial system adopted in this class advocates that students preview first, teachers teach later, and teachers talk less and concentrate. Therefore, the designed counseling plan will be distributed to each student, and the basic knowledge that students can digest through autonomous learning will be extracted according to the content of this section, and the exercises with key and difficult contents as the leading thoughts will be infiltrated to deepen students' mastery of key and difficult knowledge.
In the teaching process, the atmosphere in which teachers guide students to complete is the most ideal. Under the correct guidance of the classroom, the teaching content of this lesson can be easily completed. Through practice, students' mastery level can be tested, and missing or unabsorbed knowledge points can be supplemented in time. It is very necessary to connect with the process of photosynthesis in the next class, and the connection of knowledge is necessary.
Classroom teaching should make students think, do, watch and speak as much as possible, let students experience the formation process of knowledge personally, and cultivate the habit of students' independent inquiry and active participation in classroom problem solving. Therefore, this course adopts the "process-based teaching" mode, which fully embodies the leading role of teachers and the main position of students in the teaching process. By setting questions and asking questions, students are guided to observe, analyze and draw conclusions, so that students can strengthen their scientific thinking and improve their scientific inquiry ability on the basis of active participation.
In teaching, we should always instill the design idea of biological experiments and guide them to follow the principles of comparison, univariate and parallel repetition (such as Ingerhouse's experiments).
Fourth, the methods of speaking and learning
A good learning method is a necessary condition for success in learning. In classroom teaching, I pay attention to guiding students' learning methods and let them learn to learn. According to the characteristics of this lesson, guide students to adopt the following learning methods:
1, self-study method
With the guidance and help of teachers, students can read textbooks purposefully and emphatically, acquire knowledge independently, and change passive learning into active learning.
2. Induction
Guide students to observe, compare and summarize relevant information, so as to make the knowledge they have learned systematic and perfect.
3. Discussion method
Create a classroom forum, so that students have the space to show themselves and give full play to their imagination and creativity; At the same time, students' divergent thinking ability is also cultivated in the discussion.
5. High school biology excellent teaching plan.
Teaching objectives Knowledge objectives:
1, understand the concept and significance of sensory organs, as well as the structure and function of ears.
2, understand myopia and hyperopia, eye health knowledge, as well as the structure and function of the ear, hearing formation, ear health care.
Ability goal: to cultivate the ability to prevent myopia trachoma otitis media.
Emotional goal: cultivate good hygiene habits.
Important and difficult
Focus: the formation of eye structure and vision, ear structure and hearing.
Difficulties: the formation and abnormality of vision, the formation of hearing, and the structure of ears.
training/teaching aid
Eye-ear structure wall chart and visual and auditory formation schematic diagram, convex lens imaging experiment demonstration device, etc.
Class arrangement
This section is divided into 2 class hours.
teaching process
(first class)
(Sensory organs → eye structure → experimental demonstration of convex lens imaging → vision formation → myopia and hyperopia)
Introduce a new lesson: from the section "Any reflex begins with a receptor's' feeling' of stimulus", the theme is: sensory organs and human vision and hearing.
Main contents: Firstly, the organs composed of special receptors and their accessory structures are called sensory organs, and then it is pointed out that eyes and ears are sensory organs related to the formation of vision and hearing. It is further pointed out that vision is the most important function for us to understand the things around us. We must first learn the knowledge of eyes and vision.
It is pointed out that the structure of eyes is the basis of function. What is its structure? Let the students look at the pictures and observe the external structure of each other, and know the structural parts of the visible parts such as cornea, iris, pupil and sclera. Then show the schematic diagram, and briefly introduce the anatomical structure of eyeball from front to back and from outside to inside with the model. Summarize one by one in the form of blackboard writing, and finally briefly introduce the attached structure and function of eyeball.
Then it is pointed out that the first step of vision formation is that light enters the eyeball first, which is similar to an experimental phenomenon-demonstration lens imaging experiment, and students carefully observe the experimental process. On the one hand, the teacher introduced the experimental device simply and clearly, on the other hand, he reminded the students to pay attention to the relationship between the distance between the paper screen, convex mirror and candle and the imaging situation, and the relationship between the lens convexity and the imaging situation. Record the experimental results concisely.
Ask the students to observe the pictures and contact the experimental phenomenon just now. The teacher asked the students to answer: How is the image formed on the retina? Then it leads to the whole process of visual production step by step and summarizes it in the form of blackboard writing.
Then, when the distance and size of the object change, how to make the image on the retina clear? Teachers guide students to contact the eyeball structure, realize the significance of lens curvature adjustment, and at the same time lead to the phenomena of myopia and hyperopia and the methods of correction.
Summary: Briefly summarize the main points of this lesson.