Fan's first biological investigation report:
Biology is an experimental science, and observation and experiment are the basic methods to learn biological science. Efforts to create conditions and run well the experiments stipulated in the textbooks play an irreplaceable role in cultivating students' ability, developing their intelligence, improving their quality and forming a scientific world outlook. Now people are paying attention to the fairness of education, in order to let domestic educators know the present situation of biological experiment teaching in poor mountainous areas and the shortage of teaching resources in mountainous areas; To provide reference for biological educators, especially those in poor mountainous areas, to set up biological experiment courses and biological practice activities courses according to the shortage of local resources; At the same time, it provides data and theoretical basis for the education reform in mountainous areas. There is a shortage of biology teachers in rural middle schools in Lushui county, and there are too few biological experiment teaching resources. There are few extracurricular experiments, and students' enthusiasm for biological experiments is not high. The school did not make full use of local resources and lacked the report and evaluation after the experiment. However, students have high expectations for biological experiments.
First, the experimental rate is low and some experimental results are poor. The improvement of education quality, experimental means and the implementation of new curriculum standards are inseparable from the support of hardware. At present, rural junior high schools are facing the phenomenon that hardware can't keep up with the implementation of the new curriculum. Although the government has invested heavily in the construction of school projects in recent years, the education and teaching conditions have been greatly improved, but the rural areas are vast and there are many schools, and quite a few schools still lack enough independent laboratories and necessary instruments, and the phenomenon of combining physics, chemistry and students is widespread. Especially at present, in order to achieve educational equity and promote the balanced development of education, a large number of schools have merged, and rural junior high schools located in remote areas have quickly moved closer to towns and villages. As a result, students quickly concentrated, and the number of classes and students increased dramatically. In this case, the laboratory and a large number of experimental equipment and instruments that need to be supplemented can't keep up. The biological instruments and equipment in some schools are still at the "universal" level, and a few experiments are still the original Class II standard (four-person group), especially the instruments for innovative experiments in the new curriculum are far from enough. Old, lacking and aging teaching instruments and equipment can not meet the teaching requirements of the new curriculum, teachers can not carry out necessary demonstration experiments, and students can not carry out experimental research and exploration. Due to the lack of modern teaching equipment such as multimedia LCD projectors, all kinds of teaching CDs and courseware provided by teacher training and teaching staff can only be used as furnishings.
Some schools with good experimental conditions and strong teachers have high experimental rate, good experimental effect and strong students' interest. However, some schools do not attach importance to the teaching of biological experiments. Teachers do not lead students to do experiments in the laboratory or carry out extracurricular practical activities, but draw experiments on the blackboard, teach experiments, or let students read experiments and recite experiments. This is contrary to the requirements of quality education.
Second, the overall level of teachers needs to be improved.
The quality of teachers directly affects the improvement of biology teaching and experiment quality. However, judging from the current composition of biology teachers in rural junior middle schools, there are some characteristics, such as less professional teachers, excessive schoolwork burden, and unsuitable knowledge, ability and conditions. Many rural junior high schools have part-time teachers. The overall quality of teachers is not high, and some school leaders regard biology as a dispensable sub-course that everyone can teach. Schools with biology teachers as biology classes have a high rate of biological experiments and good results. In the case of poor experimental conditions in schools, they try their best to do a good job in biological experimental teaching and are the backbone of biological teaching in rural middle schools. Some teachers who have not been trained in biology are interested in biology, study hard, are willing to study hard, and have some basic knowledge of biology. Most of these teachers have a little knowledge of biology, even the contents of junior high school biology textbooks are not clear, and they lack the ability to operate experiments independently and guide students to do experiments. Some of these teachers are qualified, but they are not qualified for biology teaching.
The survey also learned that even biology teachers, some of them pay more attention to theory than practice, have little practical experience, are unskilled and irregular in experimental techniques, and some of them have poor experimental results, and they can't find out the reasons themselves. What's more, some teachers don't even do demonstration experiments. They only teach textbooks and recite subjects. They overemphasize the reasons why the experimental conditions in schools are not available, school leaders do not pay attention to them and students are tired of learning, and lack a sense of responsibility and mission.
Third, the experimental classroom is in urgent need of protection
Our county belongs to a poor area. Insufficient investment in education and poor conditions for running schools in rural middle schools. In this case, it seems that some leaders can't use a lot of money to add experimental facilities for a biology class that doesn't take the entrance examination, and the biology laboratories in a few schools are used for other purposes. Therefore, the lack of laboratories and instruments makes it difficult to carry out experimental teaching. In addition, some school leaders do not attach importance to biological experiments, or the experimental funds are really difficult, which leads to the lack of guarantee for experimental funds in most schools and the inability to afford some expensive experimental materials, especially animal experimental materials, which makes it difficult to complete vertebrate anatomy and some physiological experiments. In order to save experimental expenses, some schools with better conditions changed some students' group experiments to demonstration experiments. Due to regional differences, some experimental data specified in the textbook are difficult to find. Such as onion, geranium, black algae and small fish. Due to water pollution or over-capture of animals, materials such as polyps and frogs are difficult to obtain. Some materials are difficult to find because teachers don't know or are not familiar with their living environment, such as Adiantum, Cucurbita, Spirogyra, Paramecium and Hydra. Especially in the current teaching materials, some experimental arrangements are not reasonable enough, which are not in harmony with time and season, resulting in difficulties in collecting experimental data or poor experimental results. For example, the temperature in early spring is low, paramecium and hydra are difficult to collect or cultivate, the behavior observation of earthworm and snail, and the temperature in the ridge frog reflection experimental park are low, and the experimental effect is not obvious. In autumn, some teachers have to give up the experiment because they can't pick peach blossoms and some teachers can't find alternative materials. Some of the above problems will not be difficult to solve if the courses of plants and animals are switched.
Because there are few biology classes and many experiments, they are sometimes occupied by other classes, and biology classes are mostly taught by part-time teachers. Their workload is the biggest, and some students have to attend as many as 12- 16 classes a week, so they are too busy to attend theoretical classes, let alone take care of time-consuming and laborious biological experiment classes. And some part-time teachers are in the main class, and their energy and time are devoted to the main class. Biology class is just ... In the surveyed schools, most of them have no full-time biology experiment teachers, and more than half of them have no full-time biology experiment personnel. There is no special person to manage the experimental equipment, and there is no special person to undertake the experimental preparation and cleaning up after the experiment. All of them fall on biology teachers, who are overburdened, which is extremely unfavorable for carrying out experimental teaching. There are still problems of poor management in most school biological laboratories, and some school biological specimens are moth-eaten or moldy, which is difficult to preserve. Instruments and equipment in some schools are often not maintained in time, and instruments and equipment in a few schools are not used for many years because teachers can't use them or students are afraid of using them badly.
Fourth, the school management system needs to be improved.
In today's world-famous quality education, some schools are called quality education under the impetus of the baton of college entrance examination, which is actually exam-oriented education. The achievement of a school or a school leader depends on the enrollment rate. It is difficult to pay attention to subjects that do not take the entrance examination, and the teachers concerned are often left out in the cold. In some schools, biology teachers or experimenters think that the school is biased against them in job evaluation, excellent evaluation, welfare treatment and labor protection. When setting the workload of experimental teaching, the biology teachers who graduated from undergraduate courses performed well in the reform of biology teaching, and were praised by the relevant departments of the province and the state, and some teaching papers won national or state awards. Just because they are biology teachers and secondary vocational school titles. Not paying enough attention to their business study, training and participation in teaching seminars. Some teachers can't continue their studies, and it is difficult for schools to subscribe to biology teaching publications to improve teachers' professional quality. Due to the above reasons, some teachers have lost their psychological balance, resulting in a sense of disappointment, loss and bad mood, and are worried about the current situation of biology teaching in middle schools.
Fifth, take effective measures to improve the quality of biological experiment teaching in rural junior middle schools. How to change many problems faced by biology experiment teaching in rural junior middle schools? After careful investigation and consideration, we believe that the following measures should be taken.
1. Reform misunderstandings and increase government input. Governments at all levels and education authorities continue to increase investment in education, effectively improve the conditions for running schools in rural areas, especially the hardware and equipment of biological laboratories, and change II to I as soon as possible, or 1+ 1 to 2+ 1, and intensify the modernization of education. Let good hardware conditions be the guarantee to improve the quality of biology teaching in rural junior middle schools.
2. Reform the current teaching methods and cultivate students' experimental skills.
We should step out of teacher-centered, classroom-centered and book-centered confirmatory experiments, vigorously advocate autonomous learning, cooperative learning and inquiry learning, and change confirmatory experiments into exploratory experiments, in-class experiments into extracurricular experiments, and demonstration experiments into group experiments. Consciously cultivate students' innovative spirit and practical ability.
3. Reform the way of examination evaluation to promote the development of biological experiment teaching in rural junior middle schools.
At present, the assessment and evaluation of biology teachers are inconsistent with the weight of the main subject in mechanism, and there is a tendency to emphasize teaching materials over experiments in the subject. At the same time, we should strengthen the training of young and middle-aged biology teachers and give them an appropriate tilt in the promotion evaluation. Only in this way can we effectively mobilize the enthusiasm of rural biology teachers, ensure the smooth implementation of the new curriculum reform, and comprehensively improve the quality of biological experiment teaching.
Investigation report on freshmen's biology, Fan:
I. Basic information
According to the requirements of the syllabus, there should be four demonstration experiments in the first volume of grade seven, and three experiments were actually conducted, with a rate of 75%; Seven students were divided into groups, and seven were actually opened, with an opening rate of100%; The students did three experiments by themselves, and actually completed three experiments, with a completion rate of 100%.
In the second volume of the seventh grade, six demonstration experiments should be set up, and four were actually set up, with a rate of 67%; The students were divided into four experiments, three of which were actually opened, with an opening rate of 75%; Students do two experiments by themselves, and actually complete two experiments, with a rate of 100%.
Second, the situation analysis
1, unable to complete the experiment objective reasons: there are 8 classes in Grade 7 and 7 in our school, and there are 6 biology teachers, all of whom are part-time teachers. Among them, there are 2 seventh-grade teachers (2 classes each) and 4 seventh-grade teachers (each 1 class). Under the pressure of teaching, teachers focus on their main courses, students don't pay attention to auxiliary courses, teaching time is tight, and teachers don't pay attention to biological experiment courses ideologically.
2. Specific reasons why the experiment cannot be completed:
The seventh-grade students demonstrated the first volume of the experiment "Observing the Breathing of Fish": Due to various reasons, it is impossible to prepare live animals for experiments, and the teaching time is tight.
The students in the second volume of the seventh grade were divided into groups to do the experiment of "the effect of alcohol or tobacco extract on the heart rate of Daphnia": because the experiment needed Daphnia, Daphnia was nowhere to be found and was not completed.
The second volume of the seventh grade demonstrates the experiment of "observing the reproductive development process of silkworms and observing the chromosome sequencing of human (male and female) cells": due to different class hours, it is impossible to find silkworms to do experiments.
A biological investigation report on Fan Wensan in Grade One;
I. Purpose of the investigation
Biology is an experimental science, and observation and experiment are the basic methods to learn biological science. Efforts to create conditions and run well the experiments stipulated in the textbooks play an irreplaceable role in cultivating students' ability, developing their intelligence, improving their quality and forming a scientific world outlook. Now people are paying attention to the fairness of education, in order to let domestic educators know the present situation of biological experiment teaching in poor mountainous areas and the shortage of teaching resources in mountainous areas; To provide reference for biological educators, especially those in poor mountainous areas, to set up biological experiment courses and biological practice activities courses according to the shortage of local resources; At the same time, it provides data and theoretical basis for the education reform in mountainous areas. There is a shortage of biology teachers, too few teaching resources for biological experiments, almost no extracurricular experimental activities, students' low enthusiasm for biological experiments, insufficient use of local resources in schools, and lack of reports and evaluations after experiments, but students have high expectations for biological experiments.
Second, the scope of investigation
1, investigation time: 20 15 February 1.
2. Location of investigation:
3. Respondents: Senior One (1), (2) and (7)
4. Investigation method: action research method.
5. Investigators: He Rongrong
Third, the survey results.
Problems existing in biological experiment teaching;
1, the experimental rate is low, and some experimental results are poor.
The improvement of education quality, the improvement of experimental means and the implementation of new curriculum standards are inseparable from the support of hardware. At present, rural junior high schools are facing the phenomenon that hardware can't keep up with the implementation of the new curriculum. Although the government has invested heavily in the construction of school projects in recent years, the education and teaching conditions have been greatly improved, but the rural areas are vast and there are many schools, and quite a few schools still lack enough independent laboratories and necessary instruments, and the phenomenon of combining physics, chemistry and students is widespread. Especially at present, in order to achieve educational equity and promote the balanced development of education, a large number of schools have merged, and rural junior high schools located in remote areas have quickly moved closer to towns and villages. As a result, students quickly concentrated, and the number of classes and students increased dramatically. In this case, the laboratory and a large number of experimental equipment and instruments that need to be supplemented can't keep up. The biological instruments and equipment in some schools are still at the "universal" level, and a few experiments are still the original Class II standard (four-person group), especially the instruments for innovative experiments in the new curriculum are far from enough. Old, lacking and aging teaching instruments and equipment can not meet the teaching requirements of the new curriculum, teachers can not carry out necessary demonstration experiments, and students can not carry out experimental research and exploration. Due to the lack of modern teaching equipment such as multimedia LCD projectors, all kinds of teaching CDs and courseware provided by teacher training and teaching staff can only be used as furnishings.
2. Teachers' teaching level needs to be improved.
The quality of teachers directly affects the improvement of biology teaching and experiment quality. However, judging from the current composition of biology teachers in rural junior middle schools, there are some characteristics, such as less professional teachers, excessive schoolwork burden, and unsuitable knowledge, ability and conditions. Many rural junior high schools have part-time teachers. The overall quality of teachers is not high, and some school leaders regard biology as a dispensable sub-course that everyone can teach. Schools with biology teachers as biology classes have a high rate of biological experiments and good results. In the case of poor experimental conditions in schools, they try their best to do a good job in biological experimental teaching and are the backbone of biological teaching in rural middle schools. Some teachers who have not been trained in biology are interested in biology, study hard, are willing to study hard, and have some basic knowledge of biology. Most of these teachers have a little knowledge of biology, even the contents of junior high school biology textbooks are not clear, and they lack the ability to operate experiments independently and guide students to do experiments. Some of these teachers are qualified, but they are not qualified for biology teaching.
3. The experimental materials in the experimental classroom are insufficient.
Our county belongs to a poor area. Insufficient investment in education and poor conditions for running schools in rural middle schools. In this case, it seems that some leaders can't use a lot of money to add experimental facilities for a biology class that doesn't take the entrance examination, and the biology laboratories of a few schools are used for other purposes. Therefore, the lack of laboratories and instruments makes it difficult to carry out experimental teaching. In addition, some school leaders do not attach importance to biological experiments, or the experimental funds are really difficult, which leads to the lack of guarantee for experimental funds in most schools and the inability to buy some expensive experimental materials, especially animal experimental materials, which makes it difficult to complete vertebrate anatomy and some physiological experiments.
There is no special person to manage the experimental equipment, and there is no special person to undertake the experimental preparation and cleaning up after the experiment. It all falls on the biology teacher, who is overburdened, which is extremely unfavorable for carrying out experimental teaching. There are still problems of poor management in most school biological laboratories, and some school biological specimens are moth-eaten or moldy, which is difficult to preserve. Instruments and equipment in some schools are often not maintained in time, and instruments and equipment in a few schools are not used for many years because teachers can't use them or students are afraid of using them badly.
Fourth, investigate and analyze how to change many problems faced by the current rural junior high school biology experiment teaching. After careful investigation and consideration, we believe that the following measures should be taken. (A reasonable and effective evaluation system to ensure the normal development of experimental teaching.
First of all, the education authorities should have a reasonable and effective supervision and evaluation mechanism, regularly supervise and evaluate the equipment, management and application level of experimental teaching equipment in schools, and encourage schools to take relevant safeguard measures to ensure the normal development of experimental teaching. For example, schools should be equipped with sufficient biological experimental teaching equipment; Arrange full-time biological experiment administrators to assist subject teachers in experimental teaching; The assessment of students' experimental level can be included in the assessment of teachers' teaching work; Appropriate increase in class hours and reasonable opening of laboratories.
(2) Improve the level of teachers and ensure the effectiveness of experimental teaching.
On the one hand, teachers' educational concept should be changed. Teachers should be able to fully realize the position and role of experiments in biology teaching, instead of paying one-sided attention to imparting knowledge. They should take the experimental class as a supplement to the theoretical class and as an auxiliary teaching method. "Talking about experiments" and "watching experiments" instead of "doing experiments" make students lose the opportunity to practice, leading to the lack of imagination, practical ability and creativity. On the other hand, teachers should improve their teaching ability. Teachers should prepare lessons carefully, design them carefully, and lead students to get ready before the experiment class; In experimental teaching, especially in the process of demonstration experiment and confirmatory experiment teaching, students should be demonstrated; In the teaching process, we should provide students with guidance on the standardization, detail and safety of the experiment, so that students can master the standardized operation of the experiment and make the experimental classroom run efficiently and smoothly. All these tasks require teachers to have a high level of ability to be competent.
(3) Reform the current teaching methods and cultivate students' experimental skills.
We should step out of teacher-centered, classroom-centered and book-centered confirmatory experiments, vigorously advocate autonomous learning, cooperative learning and inquiry learning, and change confirmatory experiments into exploratory experiments, in-class experiments into extracurricular experiments, and demonstration experiments into group experiments. Consciously cultivate students' innovative spirit and practical ability.
(D) Using modern multimedia technology to optimize the biology experiment classroom.
With the continuous development of educational informatization, interactive whiteboard technology, as a new modern teaching tool, is gradually entering our biology experiment classroom. In order to get better experimental results, it is more important to have a variety of experimental means, such as projecting objects with a slide projector, which will help students observe experimental phenomena more clearly. Using computer multimedia audio-visual equipment, some experiments that teachers can't do and experiments that are not suitable for doing are made into teaching software, which is reflected in the classroom and can also achieve very good teaching results. Teachers can use the display function of electronic whiteboard to play videos and animations, create teaching situations, and stimulate students' interest and desire to explore; Students can use the picture dragging function of interactive electronic whiteboard to assemble instruments, demonstrate the experimental process, and be better familiar with the experimental steps; Using the storage and memory function of whiteboard, a large number of experimental data were collected and processed.
There are three related articles in Fan Wen's biological investigation report of Grade One:
★ There are 3 compositions in the biological investigation report of the first grade of junior middle school.
★ Model essay on biological investigation report
★ Select 3 sample articles of research report.
★ Selected 5 model essays of investigation report
★ 20 17: 500 words for the model essay of the investigation report on the first day of junior high school.
★ Five teaching plans of senior one biology teacher.
★ There are 3 sample essays on the investigation report of basic education.
★ 3 essays on graduation investigation report.
★ 3 sample environmental investigation reports
★ There are 3 sample essays on the investigation report of primary school students.