Model essay on microteaching experiment in junior high school: junior high school biology experiment teaching paper
First, extracurricular experiments can stimulate students' curiosity in learning biology.
In the biology experiment after class, we can make full use of the freshness and curiosity of students who have just come into contact with biology, and guide students to carefully observe various biological phenomena in daily life. For example, in summer, the leftovers that are not put in the refrigerator will turn sour the next day, but the leftovers that are put in the refrigerator will not turn sour. Students can be guided to carry out simple control experiments at home and draw the conclusion that the growth of mold needs certain environmental factors such as temperature. This interesting little experiment can introduce students into the ocean of biological knowledge. ? Biology is difficult to learn? This fear of difficulties has been diluted and aroused students' strong curiosity. Because of the enlightenment in extracurricular experiments, students have a deeper understanding of the importance of book knowledge and stimulate their interest in learning.
Second, extracurricular experiments can cultivate students' innovative spirit and practical ability.
Cultivating students' innovative spirit and practical ability is the key to quality education. In the extracurricular experiment of biology, it is an innovative experimental activity for students to choose experimental equipment, design experimental schemes and conduct experiments with gymnastics. Extracurricular experiments require students not to stick to the knowledge in books, not to be superstitious, not to stick to the rules, to give full play to subjective judgment, to think independently, to explore boldly and to be brave in innovation. And put forward their own new ideas and methods. Therefore, extracurricular experiments have unique advantages and remarkable effects in cultivating students' innovative spirit and practical ability and developing students' characteristics and specialties. When students do it by themselves, they often encounter unexpected operation problems. Through continuous examination and practice, they have achieved good experimental results and cultivated innovative spirit and practical ability. The small experiment after class not only helps students to master the common sense of biology, but also helps students to integrate the book knowledge they have learned into their lives. Like studying? Plant asexual reproduction? Sometimes, after class, the teacher will organize students to carry out experiments on planting potatoes, willow cuttings and strawberry layering, so that each student can choose one of them according to his own hobbies and conditions for the experiment. In this way, students can integrate into nature after class, learn from their parents, consult experienced farmers, boldly verify the knowledge in textbooks in the natural experimental field, and constantly explore the strangeness of biology. They not only mastered certain techniques and methods, but also realized the interest of work and deeply realized that biology is closely related to life. At the same time, through small experiments, students' innovative spirit and practical ability are cultivated.
Third, biology extracurricular experiments can improve students' inquiry thinking.
In teaching, teachers should be good at digging up teaching materials and showing the process of plant formation in biology class. Through the small experiment after class in biology class, let students get used to inquiry thinking in a subtle way, discover in inquiry, expand and reflect in application, and experience the joy of inquiry in the process of inquiry. For example, the student's project "Investigation on Green Landscape and Safety Satisfaction along Shaxi River" is a hot topic in the media. Over the years, students' exploration
Under the guidance of teachers, research-based learning has carried out a lot of practice and achieved certain results, but many activities have also caused some problems worthy of further exploration. Some exploration projects put forward ideas and suggestions for further research in the future in the discussion part. If teachers can guide students to collect and consult relevant information, they can provide sources for finding problems in the future. Such as "exploring some behaviors of animals", "exploring the experimental improvement of photosynthesis", "simulating the role of fins in swimming" and "the role of plants in transportation" have always been difficult points in teaching activities. It will be of greater significance and value to guide students to explore such problems. In biology education, the education of extracurricular small experiments undoubtedly puts forward higher requirements for biology teachers. Only by starting from the first inquiry experiment in biological experiment teaching, paying attention to starting from reality, giving students more opportunities to start experiments and carrying out experiments continuously, can students acquire knowledge independently in exploration, improve the biological knowledge system on the basis of profound understanding, make inquiry experiment education full of vitality and further improve students' inquiry thinking and inquiry ability.
Fourth, small experiments after class can cultivate students' observation ability.
Observation is the source of understanding the specific situation of things, acquiring biological knowledge and discovering knowledge problems. Many important knowledge discoveries in the history of science were obtained through subtle observation. In the process of carrying out extracurricular biological experiment education, teachers should stimulate students' interest in observation, teach the specific methods of observation in detail, guide students to observe with a serious and scientific attitude, and inspire students to ask, think and solve problems during observation. The improvement of observation ability depends on the correct observation method. Teaching students to observe in the right way is very important to cultivate their observation ability. Teachers should teach students to use correct observation methods, learn to grasp all aspects of things and pay attention to the development and change process of things, so as to fully understand things. Like studying? What are the germination conditions of seeds? Before, let each student cultivate corn, soybeans, mung beans and other seeds in plastic cups and observe their growth at any time. Because the experiment is done by students independently at home, without the demonstration and guidance of teachers, there will be shortcomings or even failures. However, due to the simple operation of the experiment, it is not easy to be bound by time and space. Most students still learn from each other and repeat the experiment through mutual communication between students and comparison of experimental results. In class, I ask students to bring the germinated seeds cultivated after class to the classroom for display. In the experiment of cultivating young roots such as soybeans by students themselves and observing young roots and root hairs, teachers should also teach students to observe the shape changes of young roots in different growth periods as a whole, and compare the exploration with naked eyes and magnifying glass, so that students can experience the growth process of roots, the parts of roots that absorb water and the characteristics of root tips that are suitable for absorbing water in dynamic exploration. Teachers should also encourage students to inquire about the direction of root hair and the planning of root tip with a microscope, and contact the wall chart of root tip planning to understand and master the cell planning characteristics of root cap, growth point, elongation area and root hair area, so as to further observe the growth of roots. Students who observe appearances can't help but analyze and think about the biological knowledge behind appearances. In this way, through extracurricular experiments, not only the theoretical knowledge is connected with the practical process, but also the biological knowledge learned in class is consolidated and the students' observation and analysis ability is cultivated. In a word, biology extracurricular experiment is an indispensable part of junior high school biology teaching, an effective way to improve the quality of junior high school biology teaching, and a broadening and extension of junior high school biology classroom teaching. It can not only stimulate students' interest in learning biology, consolidate and deepen classroom knowledge, but also stimulate students' imagination and cultivate students' exploration ability and spirit. We biology teachers should try our best to provide students with a relaxed experimental environment and create a learning atmosphere of personal practice, personal operation, personal feeling and experience, and independent cooperation and inquiry, so that students can truly feel the joy of learning and the sense of accomplishment and pride of scientific inquiry.
Model essay on microteaching experiment in junior high school II: Model essay on biology experiment teaching in junior high school
First, junior high school students biological experimental observation problems
1. The observation purpose is not clear. Observation is a purposeful and planned perception. If you don't know what to observe and what results you get through observation, the observation activities will be more casual and blind. The unconscious and emotional perception of junior high school students is still obvious. Attention is often associated with interest and curiosity, and their concentration time is not long, and they can't distinguish between primary and secondary, so they are easy to be attracted by irrelevant content, easy to watch the excitement, and finally replace their own observations with the conclusions or imagination of others or textbooks.
2. The observation accuracy is not high. Biological observation is a fine observation, such as observing the microstructure of cells, the influence of light on the life of mice and girls, and the physiological activities of paramecium in the body, which requires the observer to have good accuracy and sensitivity. When students observe the cell structure, they often think it is a cell when they see bubbles, or get carried away when they see cells and stop further observation.
3. Observation lacks abstraction, generality and thinking. Observation ability is not a single perceptual ability, but a multi-factor intellectual structure. Organisms and life phenomena are complex. In observation, Qin Ying thought, analyzed and synthesized on the basis of perception. Many students tend to separate observation from thinking and are not good at distinguishing right from wrong. For example, when observing blood cells, seeing red blood cells under the microscope means that the task is completed, and the characteristics of white blood cells and cells are not further observed and considered.
Second, students are required to form the habit of observation.
Good observation habits can promote students' future development, so we should pay attention to the cultivation of students' habits, the purpose, steps and methods of observation and the education of students' observation attitude in teaching. First of all, observation should have a clear purpose. Observation is a purposeful activity. It requires people to quickly and correctly distinguish the observed object from the chaotic things. This feature of observation tells us that if the purpose of observation is clear, the observed object will be complete and clear; If the purpose of observation is not clear, the observed object will be very vague and nothing will be obtained. Therefore, teachers should always remind and guide them to make plans according to the purpose of observation, carefully observe according to the plan, ask questions and seek answers, and ensure that their attention is focused on what they want to observe. Secondly, seeking truth from facts is an important scientific quality necessary for correct observation. Teachers should pay attention to the scientific attitude of seeking truth from facts when cultivating students' observation ability. Teachers should let students make observation records, draw biological maps and describe biological objects, which must conform to the observed real situation. In addition, we should be good at observing phenomena related to biology in daily life. Through observation, students' agility is improved, generality is developed, and accuracy is enhanced, so that they can know the objective world more carefully, comprehensively and deeply and form good observation quality. This is very beneficial for them to develop their thinking, exercise their ability of analysis, identification and judgment, and acquire knowledge independently.
Third, the main observation methods in biological experiment teaching
The improvement of observation ability depends on correct observation procedures and methods. Only by using the correct observation method can students effectively observe the experimental process. There are mainly the following observation methods in biological experiments.
1. Focus on observation. In observation, we should focus on the key observation objects in order to grasp the essence of things. If you are observing? The structure of the seed? At this time, it is generally necessary to observe the shape, size and color of seeds, but focus on the internal structure of seeds to find out radicle, embryo, hypocotyl, cotyledon and their functions, so that students can easily understand why embryos are larvae of new plants.
2. Local observation. Local observation is subtle observation, which requires students to grasp the most essential attributes of things and the subtle differences between them in the process of observation, so as to discover the characteristics of things in all aspects. For example, the forms of wind-borne flowers and insect-borne flowers.
Differences in characteristics. When instructing students to dissect two kinds of flowers, teachers should let students carefully observe the protruding structure at the base of peach house and the nectar of peach blossom to find out the reasons for nectar. Through local observation after dissection, students fully realize the difference of essential attributes between the two kinds of flowers.
3. sequential observation. When observing, we should carefully observe the characteristics and characteristics of the observed object according to the purpose of observation, from macro to micro, from whole to part. For example, observation? The structure of the blade? First, let the students observe the leaves of various shapes, then observe the temporary assembly of the leaves under the microscope, and observe the structure of the leaves from top to bottom? Upper epidermis, palisade tissue, sponge tissue, veins, lower epidermis, stomata, and then focus on observing the structural characteristics of each part of the cell.
4. Comparative observation. It is observed by vertical and horizontal comparison, seeking differences in similarity or seeking common ground in difference. Comparative observation enables students to find unusual things from ordinary phenomena, differences from similar things, and similarities or causality from differences. For example, when observing the morphological structure of monocotyledonous plants and dicotyledonous plants, we first emphasize the significant differences between the two plants: first, the structure of veins, parallel veins and reticular veins; The second is the structure of the stem, whether there is cambium; The third is the structure of embryo, one cotyledon and two cotyledons. In addition, monocotyledons and dicotyledons have many similarities in leaf order, because they are both green plants, and the similarity in leaf order is due to photosynthesis.
5. Repeat observation. In order to ensure the reliability of the observation results, it is necessary to observe more times, otherwise it is difficult to distinguish accidental phenomena from consistent phenomena, which fully shows the seriousness and scientificity of observation. For example, observing the reflex experiment of the spinal cord aims to verify that the spinal cord has reflex function and belongs to the low-level reflex center. The effect of this experiment depends on whether the brain resection is clean, so it must be observed repeatedly. In the experiment, students are required to do a turn-over reflex test on the decapitated frog to determine whether to decapitate or not. Of course, this experiment needs careful observation to get good results. In a word, experimental teaching is one of the basic forms of biology teaching. Biological experiments are intuitive, practical, inspiring and interesting, which can attract students' attention and provide them with a vivid learning environment. Through experimental teaching, students' observation and thinking ability are cultivated, so as to deepen their understanding and memory of knowledge and promote their all-round development.