Combining with teaching practice, the author communicates with you on how to teach biology review class well.
First, buckle the book according to the outline and grasp the direction of the exam.
Curriculum Standard for Compulsory Education clearly puts forward the proposition of senior high school entrance examination: the examination not only pays attention to basic biological knowledge, experimental skills and inquiry ability, but also pays attention to students' understanding of the relationship between science, technology and society, their understanding of the nature of science, their ability to analyze and solve problems by using what they have learned, and their innovative spirit, environmental awareness, scientific attitude and good habits. Therefore, teachers should study hard, deeply understand the guiding ideology, examination method, examination scope, examination content and examination paper structure, especially the examination content, question type, weight, difficulty and proportion, make clear the review direction, grasp the key points, make a plan, be targeted and put in place, make full use of the limited time, and effectively improve the teaching quality of junior high school biology general review.
Second, the combination of point and surface to build a knowledge network
In the review class, we should pay attention to let students say "learning", that is, on the basis of combing their knowledge independently, let students say what they have learned, learning methods and thinking process. In the review class of Angiosperm Life, I designed a "communication platform" for students to summarize and exchange their review methods. Students are very active, and there are various review methods, such as outline knowledge, table summary and biological sketch review, which give full play to students' main role. Considering that students don't pay enough attention to biology, they usually spend less time studying biology, and a lot of knowledge has been forgotten, so the author mainly reviews chapters. In the review process, pay attention to master the main knowledge, explain in detail, highlight the key points, break through the difficulties, and make an in-depth analysis of the experiments in each chapter, so that students can master the basic principles and steps of the experiments. On this basis, pay attention to the connection and comparison of relevant knowledge, form a knowledge network as much as possible from point to line and from surface to surface, deepen students' understanding and memory, and lay a solid foundation. In the final stage, that is, one week before the exam, let the students review the basic concepts, basic knowledge and basic laws in the book again, so as to prevent them from forgetting the front after the review, check the parts they have not mastered well, and also let the students review the exercises and papers they have done before, with the emphasis on solving problems and methods.
Some important and difficult parts should be reviewed on special topics. For example, controlled experiments are a difficult point. It is difficult for students to master the control of variables, and it is also difficult to distinguish the experimental group from the control group. In view of this situation, in addition to guiding students to read the relevant contents of the text and understand its concepts, we should also find out all the control experiments in the textbook, list them together for analysis and comparison, and select some typical exercises and explanations, which have received good results.
Third, improve teaching methods and integrate curriculum resources.
In the review stage, the use of multimedia-assisted teaching can better concentrate, systematize and organize the course content, including pictures, words, sounds, animations and so on. , not only vivid, but also greatly saves the time of writing on the blackboard, and can also arrange a certain number of questions for students to practice, which greatly improves the review effect. Especially when encountering some abstract contents, how to turn the abstract into concrete in a short time so that students can understand this part smoothly and quickly? Multimedia can help complete the task.
Fourth, grasp the test sites and guide the problem-solving methods.
Judging from the biology questions in the senior high school entrance examination last year, pictures account for a considerable proportion, and these pictures come directly or indirectly from textbooks, which reminds us to pay attention to the review of textbook illustrations when reviewing. There are a lot of illustrations in the current junior high school biology new curriculum textbook. These illustrations are general, vivid and intuitive, and highly concentrate the contents of textbooks, and their functions are irreplaceable by language and writing.
Five, to measure the pulse, timely leak.
Examination is the best way to check the review effect, so students' mastery of knowledge should be tested according to the form of the questions in the senior high school entrance examination, so as to find out the defects in time and fill in the gaps. Of course, when writing questions, we should fully consider the difficulty, coverage and quantity of the questions, and try not to be the same as the questions in the students' exercise books. Where do these problems come from? On the one hand, teachers need to accumulate a lot of data and establish their own question bank; on the other hand, teachers need to make full use of the Internet, carefully screen and synthesize. After each exam, the teacher should correct it as soon as possible and comment on the test paper in time. Marking is not only to provide students with standard answers or reference answers, but more importantly, it is necessary to tell the thinking of answering questions, clarify what knowledge points the questions contain, analyze the causes of students' common mistakes, and let students master the methods of solving problems: carefully examine the questions, see what information the questions express, find out the known conditions and implied conditions, eliminate confusing conditions, ask what questions and what knowledge they involve, and find the breakthrough point of solving problems.
Six, pay attention to life, theory with practice.
Examination is not a simple knowledge point. After entering the curriculum reform, the examination embodies the research and exploration of practical biological problems, and embodies the proposition that subject knowledge is closely related to social practice, scientific and technological development and application.
The remarkable feature of this kind of questions is that "the starting point is high and the end point is low", in other words, "the questions are outside the book and the reasons are inside the book". The basis of answering questions is to master the basic knowledge and basic method ability of textbooks. Such as the selection of seeds, the selection of environmental conditions for seed germination, how to improve crop yield, why cucumber flowers bear fruit or not, the application of tissue culture, the prospect of transgenic products and so on.
Therefore, in the review process, teachers should pay attention to the collection of hot news related to biology and examples of life production related to biological knowledge in TV news and newspapers and magazines, so as to guide students to think, which is not only beneficial for students to use the biological knowledge and principles they have learned to answer practical questions, but also conducive to strengthening students' attention to new achievements in life science and their application value and development prospects.