The first part: Understanding the new curriculum standard of junior high school biology. The training method of junior high school biology teachers is novel, which abandons the traditional training teaching method and allows us to really participate in the training. In class, I not only relived my feelings as a student, but also realized my evaluation as a teacher. This is something I have never experienced in my previous training and usual teaching.
This training has broadened my horizons, and a lot of activities in the training have made us experience the role of students again. We are used to giving lectures on the three-foot platform on weekdays and going back to the classroom to experience the students' mentality and feelings. Many expert teachers' articles have unique and novel viewpoints and advanced methods and concepts. In the process of communicating with these teachers, I discussed and communicated with my colleagues, carefully studied their experience, and thought and reflected on my own teaching, which benefited me a lot and greatly improved my professional level.
This training made me change my mind. The application of a large number of teaching methods in training has inspired me deeply, and many activity designs are rarely used or even thought of. Through the interaction with experts and peers, experts' incisive opinions, and peers' good methods and ideas, I made clear the direction and requirements of quality education. Through in-depth study, I am more clear that as a teacher, I must have rich cultural background, broad cultural vision and solid teaching basic skills, so as to enhance my sense of crisis and responsibility in learning.
This training made me understand the importance of reflection. Through the different treatment of the same course content by experts and teachers in this training, I clearly realize that reflection is the most important thing in teaching. The fineness of lesson plans is of course important, but reflection after class is even more indispensable. In teaching, what I lack is not the theory, nor the lack of experience like the teacher who stepped onto the podium for the first time, but the timely reflection and summary after the usual teaching activities. As an expert said, it is better to write a lesson plan for three years than to write a reflection and summary for one year.
This training also made me discover my own shortcomings and clear the direction of my efforts. In the past, in order to compete for teaching classes, students were so busy that I hardly had time to think about what kind of classroom was suitable for students. This training has kept me away from the noise and made me feel the joy of learning again. I hope I can continue this happiness, not only in training, but also in teaching, so that students can get happiness and knowledge from my class.
Chapter two: Understanding of the new curriculum standard of junior high school biology Through intense and orderly study, lectures, thinking, communication and discussion, I have a new understanding of this course training and a profound answer to some previous doubts and puzzles. At the same time, I was "forced" to adjust my mentality and role-I thought that since it was a holiday training, I wouldn't be very nervous, but from the first day of training, I realized that the idea of relaxation made the invisible pressure of listening, thinking and writing disappear without a trace. Training is really not only for tempering and improving, but also quite rewarding!
After listening to experts' lectures and case studies, I not only enriched my theoretical knowledge and broadened my horizons, but also got a deeper understanding of junior high school biology teaching after the new curriculum reform. It's really "it's better to study for ten years than to listen to you." It can be said that in the past few days of study and research, every day has touched me, and I have learned a lot of knowledge from form to content, which has unusual significance and some insights. In particular, during the rainstorm in zhixing college of hubei university, various experiences in life also gave me unprecedented feelings. I combined the two and made the following summary:
1. Curriculum reform must update teachers' ideas.
The highest level of curriculum reform is the promotion of teachers' ideas. As the executor of curriculum reform, teachers determine the success or failure of this educational reform. Therefore, teachers participate in training at all levels, optimize school-based teaching and research, consciously develop professional quality and teaching art, and strive to optimize teaching behavior with the new concept of curriculum reform; On the other hand, we should scientifically understand and deal with the contradiction between curriculum reform and actual teaching, and handle the contradiction between old and new teaching methods and teaching concepts.
With the implementation of the new curriculum standards, teachers should adjust their roles and change the traditional education methods. The new curriculum reform has changed teachers from the "authority" of knowledge to the promoter and organizer of students' learning, from "teacher-centered" to "student-centered", and every teacher is suffering from a huge psychological gap. Teachers can realize their own development in the implementation of the new curriculum, and teachers' development will constitute the conditions for the implementation of the new curriculum. Our curriculum reform is not a small change in details, but a fundamental change in the educational system and concept.
2. After the expert's explanation, I clearly understand the general content of the new biology curriculum standard in junior high school. Through training and study, I clearly understand the increase and decrease of the content of the new biology curriculum in junior high school and the distribution of knowledge; How to grasp the depth and breadth of knowledge, that is, the scale that experts remind us to grasp when explaining to students; The requirements put forward by the new curriculum standard not only make me realize the importance and necessity of the new curriculum reform of junior high school biology, but also make me fully prepared for the new curriculum reform of junior high school biology from my own knowledge reserve.
Chapter 3: Understanding the new curriculum standard of junior high school biology The education object of junior high school biology science is for all students, and its purpose is not to train biologists and biological talents. The purpose of junior high school biology teaching is to improve all middle school students' biological science literacy, cultivate their sentiment of loving nature and consciously protecting the environment, improve their interest in biological science, and lay the most basic foundation for some people who want to engage in biological career in the future. From the moment I contact students, my main purpose is to cultivate their interest in biology. Every classroom design and every activity of mine.
The arrangement is student-centered and centered on cultivating students' basic quality.
As a teacher, teaching materials must be understood and mastered. However, teaching materials are only tools for teachers to carry knowledge, and cannot be used as the dependence of teaching. As a teacher, we should not only study the textbooks of teaching grades, but also study the textbooks of the whole middle school stage. First of all, we should know what knowledge students need to master in the whole junior high school stage, how to arrange the knowledge system, what knowledge students need to learn in each learning stage, and what abilities they need to cultivate and improve. In my teaching, I usually combine the knowledge in the textbook into a topic through my own arrangement, and then arrange the teaching progress reasonably according to the students' specific academic situation. And many activities run through the whole teaching process, such as some classroom games, surveys, competitions and so on. Let students master knowledge in a relaxed learning atmosphere. Biology, as a subject based on experiments, studies life phenomena and the laws of life activities, which has strong practicality and rigorous science. At the same time, biology has the characteristics of wide application of technology and rapid innovation of knowledge, which is widely used and constantly innovated. Today, with the continuous development and changes of nature and human society, every biology teacher should constantly change his educational concept, update his educational ideas, reform the teaching mode and improve the teaching methods and means, so that students can have a solid basic knowledge, a scientific and realistic attitude, a flexible way of thinking and a strong sense of innovation. This requires us to firmly grasp the principle of "seeking truth from facts, being pragmatic,
Innovation "teaching principle, and constantly achieve new teaching results.
In specific teaching, it is necessary to understand the formation process of biological essence, explain the definition, meaning and characteristics of biological concepts, and sometimes let students deepen their understanding of abstract biological essence through examples and drawings. In the explanation of biological laws, we should pay attention to guiding students to draw conclusions through thinking activities such as analysis, generalization, abstraction, reasoning and induction. At the same time, it is necessary to clearly explain the applicable conditions and scope of biological laws and the relationship between biomass in biological laws, and compare and distinguish related conceptual laws when necessary to eliminate students' vague sense of biological conceptual laws. In the analysis of exercises, we should cultivate students' scientific thinking methods and good study habits.
Part IV: Understanding of the new curriculum standards of junior high school biology 1. teaching material analysis.
Junior high school biology, on the basis of the original, has been filled with new contents, with a more three-dimensional image, which gives students a clearer impression, such as knowledge: important concepts have been strengthened. Increase or decrease the content appropriately through streamlining and integration. Part of the content of the textbook shows a lack of hierarchy and systematicness. Some contents of the textbook lack experimental scientific inquiry activities. The new textbook uses declarative sentences to describe the connotation of concepts, and the textbook emphasizes improving inquiry guidance (such as providing more experimental materials to choose from); Strengthen the refinement and summary of scientific methods; So as to improve that feasibility of inquiry activity. Reflect the progress of biotechnology and update extracurricular reading materials. The exercises increase the types of questions, contribute to the construction and application of concepts, update the illustrations and make the new textbooks more systematic.
Second, teaching methods.
(A) to establish a new relationship between teachers and students, to become students' friends and role models.
Efforts should be made in the following aspects: First, teachers should treat students sincerely and care about them. Second, show the charm of the teaching process and taste the joy of teaching success. Third, perfect personality and show personal charm.
(2) Students' independent choice and active inquiry should be adhered to in teaching, so as to create space for the full development of students' personality. Inquiry learning is a basic learning method suitable for biology curriculum reform, and its teaching process should reflect the autonomy and inquiry of students' activities, guide students to carry out colorful inquiry learning activities, help students learn to discover and explore, and form the ability to discover and solve problems. Guide students to classify problems, determine the order of observation and inquiry, discuss scientific and feasible experimental schemes for inquiry, and then analyze phenomena and draw conclusions.
(C) Pay attention to the development of students' personality
Biology teaching requires boldly reforming the traditional classroom teaching mode, advocating and actively practicing heuristic, discussion, cooperation and inquiry teaching, strengthening biology experiment teaching, actively adopting multimedia-assisted teaching such as computer network, integrating biology and information technology, and making the classroom atmosphere active and interactive. At the same time, it pays attention to individual counseling for students, so that each student can truly become the master of learning and promote the development of students' personality. The new curriculum standards and new textbooks reflect the above spirit well.
After a few days of training, I have a new understanding and experience of the new curriculum standards, which makes me clear the people-oriented teaching attitude. Students should be regarded as friends in the teaching process. The enjoyment of teaching resources has become a great gain of this training. However, there are still some puzzles in the specific implementation, so we should continue to learn, summarize and reflect in practice.
Chapter 5: Understanding of the new curriculum standard of junior middle school biology 1. Stimulate students' interest in learning through introduction.
Lead-in is the lead-in stage of a class, which plays a very important role in stimulating students' interest in learning. On the one hand, by introducing students, let them calm down as soon as possible and take back the heart that is too relaxed during extracurricular activities; On the other hand, through the introduction, let the students know the main content of this lesson roughly, and make a prediction in advance, which is of great benefit to improve learning efficiency. So I will make full use of classroom lead-in, attract students' attention quickly with vivid and interesting lead-in, and let students' thinking quickly point to specific teaching objectives and enter the' situation' created in this class. In the first few minutes of each class, I will import according to the specific teaching content of the class, for example, by introducing a short story to bring students into the specific teaching content, or some examples and problems in daily life, or by using multimedia to show some interesting pictures, so that they have a desire to discover.
Second, the use of appropriate questions to stimulate students' interest in learning
As the saying goes, "if you ask, you will doubt, and if you doubt, you will think." As long as you ask questions, students' thinking will be active, which is much better than simply explaining. Effective questioning can arouse students' thinking, make them concentrate, review what they have learned, organize the language to answer questions, or have a heated discussion with classmates. But in order to ask questions effectively, I have to grasp the node and opportunity of asking questions. For example, ask questions when talking about important or difficult knowledge, so as to get to the point and make people think. Don't ask questions too frequently and too simply, which will not only not exercise students' thinking, but also cause students' boredom and fail to achieve the expected results. Teachers must pay attention to improving their questioning level in daily teaching, not only considering the specific teaching content and the difficulty of the content, but also considering the students' learning level and making clear whether they have the ability to answer.
Third, use flexible and accurate teaching language to stimulate students' interest in learning.
There are many technical terms in biology. I think we should pay attention to using accurate terms in class, so that students will pay attention to this subject and feel that biology is a very professional knowledge, which contains many unknown knowledge points, and we need to listen carefully to understand it. In addition, many technical terms are abstract, and students will find it a little difficult to learn them. At this time, through flexible transformation, we can use easy-to-understand, lively words to say too obscure words, thus improving students' enthusiasm and initiative in learning biology.
Fourth, stimulate students' interest in learning through experiments.
Biology is a subject based on experiments, and the study of biological knowledge cannot be separated from experiments. At the same time, experiment is an important means to improve students' interest in learning biology. Practice has proved that almost all students are interested in experiments. Therefore, I will actively organize students to carry out inquiry activities, guide students to exchange experimental results and discuss various difficult problems, thus greatly mobilizing their learning enthusiasm and initiative and enhancing their interest in learning biology classes.