2. Course objectives
The fundamental goal of this course is to cultivate the experimental teaching ability of biology, which is obviously different from the experimental classes of students in basic classes such as botany in the past. Specifically, the objectives of this course are mainly divided into three aspects.
2. 1 Enable students to have a certain ability to teach biology experiments in middle schools. Including learning to write experimental teaching design (teaching plan), preparing lessons and giving lectures, being familiar with various experimental classroom teaching types and experiencing corresponding teaching skills, and simulating middle school students to carry out experimental classroom teaching.
2.2 Standardize and improve the relevant experimental skills of biological experiments in middle schools. Including understanding the rules of biological laboratory, being familiar with the performance of various experimental equipment, making preparations and demonstrations for experiments, mastering standardized experimental operations, and understanding the principles and methods of biological experiment design in middle schools.
2.3 Explore and cultivate students' inquiry ability and innovative spirit, and guide them to integrate into experimental teaching. By simulating the experimental classroom teaching in middle schools, the teaching of self-designed experiments and opening reports of scientific research projects is carried out to improve students' teamwork, experimental inquiry ability and innovative spirit from the aspects of questioning skills and feedback, experimental steps and device design.
3. Course content
The content of this course includes both theory and practice. The former explains the basic "theoretical knowledge" such as the types of biological experimental teaching in middle schools, the compilation of teaching plans and the teaching implementation process, which lays the foundation for experimental teaching practice; The latter is to simulate the biological experiment teaching in middle school in the laboratory, so that students can take the stage and carry out "practical training" in the experimental teaching to implement the above three goals.
3. 1 experimental teaching theory
The main contents include: the purpose and significance of experimental teaching; The main types of biological experiments in middle schools and the basic process of experimental teaching; Principles of experimental teaching design, basic formats and methods of compiling teaching plans; Evaluation methods of experimental teaching, etc. In addition, the basic arrangement, teaching content and progress, assessment methods, etc. The introduction of this course should be conducted in the theoretical class, and all students should be grouped.
3.2 Experimental teaching practice
Select biological experiments that are representative, cover the basic types of biological experiments in middle schools, and are conducive to carrying out simulated experimental teaching, so as to cultivate experimental teaching ability in a targeted manner. The main practical contents include: writing experimental teaching plans; Preparation before experiment and before experiment; Ask questions, demonstrate, explain, patrol guidance, etc. In the experimental classroom; How to grasp the communication with all students and individual students; How to deal with unexpected events in the experiment, so that students can change their roles in teaching practice and truly feel the experimental teaching situation.
According to the reality of biology experiment teaching in middle schools and the requirements of biology curriculum standards in middle schools, we selected eight biological experiments in four categories as the main contents of this course, specifically: skilled experiments (the construction and use of microscopes, the production of temporary films) and confirmatory experiments (observing the separation and recovery of cytoplasm walls of animals and plants; Observing the mitosis of plant cells), exploratory experiments (agar diffusion experiment, exploring the factors affecting enzyme reaction) and research topics (opening report).
4. Curriculum implementation
The object of this course is normal students majoring in biology in normal universities or students who are interested in biology teaching. The starting time is before participating in educational practice, that is, generally in the second semester of grade three; The course time is at least 18 class hours (2 ~ 3 class hours/week), and classes are held once every two weeks, giving students sufficient time for preparing lessons and giving lectures. In addition, students had better have taken or are taking the course "Biology Textbooks and Methods in Middle School" (or "Biology Curriculum and Teaching Theory") in order to better apply the theory of textbooks and methods to teaching practice. According to our teaching experience, the specific implementation of this course is generally divided into three parts: teacher teaching, student internship and teaching evaluation.
4. 1 teacher teaching
The role of teachers in the implementation of this course is mainly to guide and comment, and rarely to explain. Generally, the basic theory of biological experiment teaching and the teaching plan of this course are only taught in the first "experimental teaching theory course", and then the students are guided to divide into groups, choose the group leader and the experiment that each group is responsible for, and clarify the tasks of the group leader and team members and the basic process of each experimental class. After that, in teaching practice, teachers completely retreat to the background, only observe the students' teaching preparation when preparing lessons and giving lectures in groups, point out the existing problems in time, and put forward suggestions for revision. In the later experimental teaching class, the teacher gave up this platform completely, and let the team members in charge of this experiment be the teachers of this experimental teaching class, and the students of other groups act as the experimental teaching of the students' simulated middle school. Only after the group experiment teaching, the teacher guides all the students, especially the group members in charge of this teaching, to talk about the preparation and teaching experience, so that students can analyze and discuss the problems encountered in teaching and put forward their own suggestions for improvement. Finally, the teacher comments and summarizes the teaching design, teaching skills and experimental skills.
4.2 Student practice
Students' teaching practice is the main part of the whole course. After the first "Theory Teaching" class, students voluntarily form groups of 8 ~ 10 (4 groups in each class), and each group chooses 1 ~ 2 experiments of the same type as its own simulation experiment teaching content. practice teaching