A model essay on biology
How to learn high school biology well
Biology is a basic subject in natural science, which is characterized by rigorous theory and wide application. Senior high school biology pays more attention to the study and application of biological science theory, including biological structure, physiology, distribution, inheritance and variation, evolution, ecology, stability and so on. It is closely related to the survival of human beings. From invention to food, clothing, housing and transportation, human beings can't live without biological science for a moment. Therefore, it is very important to learn high school biology well. How to learn high school biology well, I think we can try the following measures.
First, learn the method of preview.
Preview is the knowledge preparation made by students before the formal class, and it is a preliminary independent learning behavior. Preview can effectively improve the quality of classroom learning, which is the only way for many excellent students to get good grades. So, what are the steps of preview, and how to master a good preview method?
(1) Have a preliminary understanding of the content of the textbook, first have a preliminary understanding of the basic content to be learned, and write down the main points. For example, in the process of previewing reading, some conclusive contents such as biological concepts and laws can be marked with a pen.
(2) Strengthen the connection between old and new knowledge. In the process of preview, students will find that if they don't master the knowledge they have learned before, it will affect the learning of new knowledge. So when previewing, we can review the old knowledge in time and link the old knowledge with the new knowledge.
(3) There are many charts in biology textbooks, so we should combine reading and thinking, reading and charts, reading and solving problems, reading and questioning, and asking difficult questions in the preview, and then listen to the class with questions, with a clear purpose and improve the efficiency of listening to the class.
Second, learn the methods of classroom learning
(1) Learn to take notes
When studying biology, you should also learn to take notes. Taking notes is a technical job. Learning to take notes not only requires students to have certain writing and drawing skills, but also requires students to have certain subject knowledge and the ability to refine the contents of notes. Students may not be able to keep up at first, but after each class, they can find some time to sort out supplementary notes. However, we should avoid taking notes as a running account of the teacher's class and taking notes indiscriminately, and avoid taking notes as a copy of the teacher's blackboard writing. Class is a tense mental labor process. Biology is a science course, and understanding thinking is the key to class, so students should be taught to handle the relationship between listening, thinking and taking notes. If there is a contradiction between thinking and taking notes, follow the teacher's thinking first to avoid the subsequent content being incomprehensible because of taking notes. For notes, we can write the title and leave blank after class. Notes can improve the efficiency of after-class review and enrich and improve the knowledge system. (2) Learn to integrate theory with practice.
Biological knowledge is rich in content, strong in practice and wide in application. It should be closely combined with the surrounding things and phenomena and new biotechnology at home and abroad to make learning closer to the reality of life and more vivid and interesting. For example, do diabetics eat more sugar? You can also investigate or observe the impact of environmental pollution on surrounding organisms. Students should go into nature as much as possible, feel the biological knowledge and phenomena in life personally, apply the knowledge and ability learned in books and classes to real life, and cultivate the ability of observation and analysis, flexible use of knowledge, integration of theory with practice, solving specific problems, communication and cooperation, and practical innovation.
(3) Learn to think about biological problems.
Learning biology should not only know and remember some necessary knowledge, but also be good at studying the characteristics and causes of life phenomena through analysis, synthesis and comparative judgment, and thinking about the relationship between them, that is, learning to think and analyze biological problems. For example, observe phenomena from a comprehensive perspective, analyze relationships, find out laws, such as the differences between DNA and RNA, the similarities and differences between material circulation and energy flow, and form a clear and accurate impression. Students should be good at observing, exploring, thinking and questioning when studying, and be conscientious in life and study.
Third, learn to collect and process information.
Modern society is an information society, and information is everywhere in life. Such as TV news, newspapers and magazines, media network, tourism technology, variety sports and so on. , often provide people with a lot of knowledge and information. Much of this information is lively and vivid biological knowledge and sensitive and specific biological problems that people are generally concerned about. We should be good at collecting and processing, and constantly supplement our rich biological knowledge. After class, students should pay attention to extensive reading and cultivate good information literacy, such as going to the library, surfing the internet and participating in social practice surveys. , and timely access, collection, retrieval and processing of biological information. This is not only an important extension of biology classroom teaching, but also an effective way for students to collect information, enrich knowledge and experience. Information is a resource and information is knowledge. We should make ourselves the masters of life and study, constantly improve students' ability to collect and process information, and cultivate their awareness of being brave in practice and innovative learning.
In addition, students should learn to review, learn to summarize, learn to convert pictures and texts, and learn to transfer knowledge. Of course, there are rules to learn, but there are no fixed rules. Students strive to form effective learning methods. Cultivate your own non-intelligence factors, improve your interest in biology, and enhance your confidence in learning, so as to better learn high school biology.
Biological model ii
On junior high school biology teaching
How to improve students' interest in learning biology, how to organize and design each class well, and strive to improve the quality of biology teaching are the problems that every biology teacher must explore under the new curriculum concept.
Keywords: biology; Teaching; Interest; enthusiasm
The new curriculum standard clearly stipulates that in the implementation of quality education today, teachers should not only teach students to learn, but more importantly, teach students to learn. However, in the current biology teaching in middle schools, the cultivation of students' self-study ability is either ignored or helpless. So, how to cultivate students' self-study ability in biology teaching? Here are some of my explorations in this regard, in order to attract more attention.
1. Master the methods and improve the effect of self-study. The main form of self-study is reading. Reading includes preview reading, in-class reading, review reading and extracurricular reading. No matter what kind of reading, teachers must give correct guidance in methods in order to receive good self-study results.
Classroom reading is a question raised by teachers in the teaching process, and students are asked to read one or several key related paragraphs. In order to make students carefully choose the key paragraphs to read, I often ask questions in different forms to make students read and think. For example, when reading the concept of meiosis, my questions are: ① What are the biological objects that undergo meiosis? (2) What is the reduction? How much has the quantity been reduced? (4) When did meiosis occur? ⑤ What is the change rule of chromosome number in the whole process? I instruct students to distinguish easily confused concepts by comparison, find out similarities and differences, and grasp the essence of concepts. Such as respiration and photosynthesis, aerobic respiration and anaerobic respiration, asexual reproduction and sexual reproduction, DNA and RNA, seedless watermelon and seedless tomato, etc.
Review reading is to ask students to read systematically after the teacher gives a unit or all the courses. In order to make students master what they have learned and strengthen their memory, I instruct students to read special topics by analytical and comprehensive methods, and summarize similar knowledge in different chapters to form a complete knowledge system. For example, when reviewing biology in high school, I asked to take chromosomes as clues to sort out the following knowledge: ① the shape and quantity of chromosomes; ② The chemical composition of chromosomes and the relationship between chromosomes and DNA; ③ Chromosome position and morphology; ④ Chromosome replication (cycle and mode); ⑤ Chromosome transmission law: the comparison between mitotic transmission and meiotic transmission; ⑥ The relationship between chromosome behavior and three genetic laws in meiosis; ⑦ Chromosome variation and haploid breeding and polyploid breeding.
Extracurricular reading usually refers to students consulting extracurricular reference books in order to solve the problems encountered in participating in extracurricular scientific and technological activities. Because there are many kinds of biology extracurricular reference books, in order to follow the principles of readability, practicality and scientificity, I take the initiative to help students choose extracurricular books. When guiding students to read, I need to do the following: ① Focus; (2) roughing and refining; ③ Take notes. In order to promote students' active participation in extracurricular reading, I ask each student to write a biology essay according to his extracurricular scientific and technological activities every semester. Extracurricular reading can not only broaden students' knowledge horizons, stimulate students' interest in learning biology, but also deepen students' understanding of in-class knowledge and help cultivate students' self-learning ability.
2. Check and evaluate to stimulate self-study enthusiasm. Whether it is for students to study or participate in practice, it is impossible to implement the arrangement without inspection, and it is impossible to stimulate self-study enthusiasm with inspection without evaluation. My practice is: before each new lesson, ask the students the questions in the preview outline first. In the teaching process, some confusing concepts and difficult questions are discussed by students first, and then answered by students with good learning foundation. I always comment on students' answers on the spot, affirm their correctness, point out their mistakes and encourage them to get good grades. Students' biological compositions and biological tabloids are selected by teachers who organize the whole teaching and research group. These practices make students feel the joy of achieving self-study results, and then enhance their confidence in self-study.
3. Develop habits and improve self-study ability. Numerous facts have proved that most students with excellent academic performance have mastered better self-study methods and developed good self-study habits. Therefore, I intend to cultivate the following four self-study habits in the usual teaching:
(1) Develop the habit of self-study without previewing, attending classes, reviewing and doing homework. Pre-class preparation can make students have a general understanding of the new lesson and know what difficulties teachers need to ask in class, which not only improves the efficiency of students' listening to lectures, but also improves the pertinence of teachers' teaching. Reviewing in time after class is not only conducive to digesting and absorbing new knowledge, strengthening memory, but also conducive to improving the efficiency of completing homework.
(2) consult reference books frequently and develop the habit of self-study. There are many biological theories, theories and laws, biological phenomena, names and nouns of animals, plants and microorganisms, biological works and biologists involved in middle school biology textbooks. Because there are no detailed notes in the textbook, students will inevitably encounter many puzzling terms in self-study, so the best solution is to consult reference books.
(3) Develop the habit of self-study that loves thinking and questioning. ? Learning comes from thinking, and thinking comes from doubt. ? I inspire students to be good at finding doubts and dare to put forward their own independent opinions in the process of self-study. Teaching students to ask questions can not only stimulate their interest in self-study, but also cultivate their divergent thinking and stimulate their intellectual potential. Thinking while reading is also conducive to knowledge transfer.
(4) Develop the self-study habit of extensive reading. It is very limited for middle school students to get knowledge from textbooks, so I guide students to read more newspapers and extracurricular books related to biological sciences through excerpts and scrapbooks, and establish their own? Biological database? . This can not only broaden students' scientific horizons, but also absorb more extracurricular knowledge and improve students' comprehensive quality.
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