Abstract: Active teaching has a long theoretical and practical foundation. But most of them are under the premise of "extracurricular". How to carry out activity-based teaching in biology classroom teaching can not only provide students with opportunities to participate in classroom teaching, but also create conditions for students to realize themselves, thus stimulating students' initiative, allowing students to participate in activity-based middle schools and happy middle schools, which is conducive to improving the quality of biology classroom teaching, cultivating students' comprehensive qualities such as knowledge, skills and emotions, and promoting students' all-round development. How to realize the activity of biology classroom teaching? The teachers in the biology department of our school have conducted special research and practice on this. By grasping the "moving point" in activities and designing "moving method", students are "activated" in teaching design and implementation, and good teaching results are achieved.
Keywords:: junior high school biology classroom activity teaching problem moving point method
Biological activity teaching refers to a new teaching concept and form in the process of junior high school biology classroom teaching, which aims at improving students' comprehensive quality by constructing some educational, creative, practical, vivid and interesting student-centered activities, so that students can learn in activities and learn in happiness.
1, the necessity of biology classroom teaching activities
"Activity teaching" has a long theoretical and practical foundation. Early foreign countries can be traced back to Rousseau's "theory of natural education" and Dewey's educational thoughts of "school and life" and "learning by doing". In China, more than two thousand years ago, Xunzi said, "If you don't smell it, you will have it, if you don't smell it, you will have it, if you don't know it, you will have it, if you don't do it, you will stop learning." From Mr. Tao Xingzhi's "integration of teaching and learning", they all emphasize fully mobilizing students' multiple senses, making students move and making teaching and learning achieve the best results.
Activity teaching in China has been fully reflected and developed in extracurricular activities, activity classes, activity classes, activity classes, scientific inquiry classes, research-based learning, comprehensive practice and other activity courses. However, in the teaching process of specific subjects, the research in this field is relatively lacking. Therefore, how to design relevant teaching activities in junior high school biology classroom teaching, so that students can learn happily, actively, vividly and communicate enthusiastically, is a new topic facing junior high school biology teachers.
Biology classroom teaching activities are the need of new curriculum reform. The basic idea of the new round of compulsory education curriculum reform in China is to change the talent training mode, advocate inquiry learning and realize the fundamental change of students' learning methods. "Fully mobilizing and exerting students' independent, inquiry and cooperative learning methods" has become the core task of this curriculum and teaching reform. The change of learning style is inseparable from the reform of teaching methods. The reform of teaching methods must realize three major changes: the teaching content is changed from a single book knowledge centered on teaching materials to a diversified teaching content centered on teaching materials, linked by activities and closely linked with real life; The teaching method has changed from cramming teaching with knowledge as the goal and teaching as the basic method to open teaching with ability as the goal and activity as the basic method, which is embodied in "learning by doing"; The role of teachers has also changed from imparting knowledge to the designer and organizer of students' independent, inquiry and cooperative learning activities. The core of realizing the above three changes is whether "activities" can be effectively introduced into the classroom, so that students can really move. Therefore, "activity teaching" is a more suitable teaching method for implementing the new curriculum classroom teaching.
The activity of biology classroom teaching is also the need of biology teaching characteristics. Biology itself is an experimental science. A large number of experiments, observations, operations, thinking, exploration and discussion mean activities in the process of biological learning. Students should not only use their hands, but also use their brains to acquire biological knowledge. Activities combine biological knowledge with learning and exploration in games, which not only embodies the scientific nature of biological knowledge, but also conforms to the law of students' cognitive development, so it can greatly stimulate students' interest in learning life science.
The activity of biology classroom teaching is also the need of junior high school students' psychological development. Junior high school students are lively, curious, like to explore and not satisfied. "Positive and unsatisfied are the first elements of progress." Activities are in line with their interests and motives, and can also provide a broad space for students' personality development.
2. Research and implementation of biology classroom teaching activities.
Speaking of "activities", people generally think that "extracurricular" is based on the premise of outside the classroom. Even in biology class, in order to catch up with the progress, many schools continue extracurricular activities, and students carry out their own activities, so the teaching quality is difficult to control. It is also necessary to make biology classroom teaching "active", carry out active research in classroom teaching, let students learn by "active" methods, and liberate students' thoughts, hands, eyes, thinking and space in "active" middle schools, so that our classroom can truly become a student-centered classroom. So how to realize the activity of biology classroom teaching? The teachers of biology department in our school have conducted special research and practice on this subject and achieved good teaching results. We believe that the key to realize the activity of biology classroom teaching is to grasp the "moving point" in the activity, design the "moving method" and "activate" students in the teaching design and implementation.
2. 1 Find the "moving point"
2. The atmosphere of1.1"Science and Humanities" is conducive to stimulating students' "moving points". The learning atmosphere of "Science and Humanities" is a democratic, harmonious, equal and cooperative relationship between teachers and students. Providing opportunities for students to participate in classroom teaching and creating conditions for students' self-realization is the premise of discipline development. Let students enjoy the joy of learning, thus stimulating students' enthusiasm and motivating them to "move". For example, when exploring "human reaction speed", I first performed a coin toss game in front of me, one, two and three, in which I succeeded and occasionally failed. When I succeed, my classmates applaud me. When I fail, I sigh. At this point, the relationship between teachers and students is closer, which unconsciously stimulates students' "movement". No sooner had I stopped than many students scrambled to "try". Immediately invited two students to compete on stage. The classroom atmosphere became lively. At this time, the topic naturally leads to inspiration: What other factors are related to the reaction speed? What do you want to explore about reaction speed? Student: "Is the reaction speed related to the gender of people?" "Is there a relationship between reaction speed and people's height?" "Is the reaction speed related to people's attention?" "Is the reaction speed related to psychological quality?" "Is the reaction speed related to the length of fingers?" Wait, the class asked 39 different questions at the same time. The humanistic, democratic and equal learning atmosphere liberates students' thoughts and greatly develops their creative thinking. Then, I encourage you to choose research topics, design experimental schemes and conduct research experiments in groups of four. Throughout the class, everyone is actively studying in happy activities.
2. 1.2 Mining "moving points" from students' lives. Students' life and experience are the basis of receiving education, learning and understanding. Therefore, it is necessary to learn through specific experiences in daily life, so that education is closely related to students' lives. Biology itself is a science in life. In teaching, students' physical and mental development characteristics are fully considered, and interesting and meaningful activities are designed in combination with students' life experience and existing knowledge, so that they have more opportunities to learn and understand biological knowledge from familiar things around them and learn to live. For example, birds adapt to the characteristics of flying life in the air. The origami plane is a game that everyone has played since childhood, but it is not easy to fold and fly far, and there are certain skills. Through the origami airplane competition in class, we can see whose paper airplane flies the highest and farthest, and study and analyze the reasons for flying high: whether the paper material is light or heavy; Paper size; The wings of an airplane are big or small; The nose folding method ... finally, it is concluded that the paper plane must solve "three forces" to fly far: gravity, resistance and power. So "how do birds solve these three forces of air flight?" It is natural to guide everyone to analyze and discuss the materials in the textbook and summarize the characteristics of birds suitable for flying life. For example, many students keep pets at home. How to solve the problem of pets urinating everywhere? Students put forward a variety of solutions based on their experience, which promoted the understanding of conditioned reflex. In addition, it is also an effective way to mobilize students' learning excitement and stimulate "moving points" by using the issues that students care about and the hot issues that are happening in society. For example, the SARS epidemic in China in 2003 provided living scenes and materials for us to talk about biological infectious diseases and immunization in junior high schools. In a word, real life provides the richest activities for biology classroom teaching. As long as you pay attention, you will find rich educational environment and resources everywhere.
2. 1.3 Create vivid scenes of teaching activities and stimulate "moving points". As the saying goes, a good beginning is half the battle. If we can put more pen and ink and use more brains in the early stage of the activity, so that the created teaching activity scene is targeted, interesting and creative, the activity will often have unexpected effects. For example, in every class, I will change the background of the computer desktop and use the achievements of biotechnology and biological scientists as the desktop. By guessing, listening, speaking and moving, I will greatly attract students' interest, stimulate their enthusiasm for learning, and also help to cultivate students' innovative thinking, cause many problems, make students really move and make the classroom really alive. In addition, we also make full use of media resources, and teachers collect a large number of scientific and technological videos before class, such as genes, human cloning, viruses, IVF, smoking, the harm of drug abuse, human mysteries and so on. , interspersed in the relevant classroom teaching, also provides conditions for the development of biological activity teaching, stimulates students' interest in learning, and realizes the teaching goal.
2.2 Design "dynamic method".
The classroom activity teaching of junior high school biology aims to make students lively and happy to learn and develop morally, intellectually and physically harmoniously. According to the content, teaching purpose and psychological characteristics of junior high school students, we mainly designed the following activities in junior high school biology classroom teaching:
2.2. 1 games. People learn what they like the fastest. Students have a strong interest in games. Tao Xingzhi said: "When students are interested, they will devote all their energy to doing things. Therefore, learning and pleasure are inseparable. " Game activities can fully mobilize students' emotional factors and make their thinking and emotional needs develop harmoniously. In games, students can learn and develop happily. We often use puzzles, puzzles, crossword puzzles and role-playing games in teaching. For example, we use human skeleton puzzles and digestive system puzzles; Make a food web and "no one can be left behind", make ecological balls with me, cats and mice, listen to voice competitions, and have a series of neuromodulation activities. Through various activities, the concrete is abstracted, and knowledge is integrated into the game, which greatly stimulates students' interest and desire to participate, fully mobilizes each student's learning enthusiasm, and promotes everyone's hands-on, brains and actions. Every time the teacher walks into the classroom, the students will come forward and ask, what activities are you doing today? For example, when introducing the section "Ecosystem", we designed two students to participate in activities: "Making food chain and food web" and "Can't be less". For example, when it comes to ecological balance, we have designed an activity of "no one can be less". Prepare a network in advance and invite students from 10 to come out to represent various components in the ecosystem, one of which represents human beings. Let people sit in the middle of the net, and other students lift him up to represent other members of the ecosystem. When humans destroy an environmental factor, such as water pollution, students analyze that water pollution will lead to other successive pollution. When it comes to the pollution of a certain factor, the students representing the corresponding components leave, and the students leave one by one. The people sitting in the middle are more and more threatened, more and more nervous, and more and more afraid of falling. Through the students' own experience, let them truly feel that all members of the ecosystem are interdependent and influential; If human beings do not follow the objective laws and act according to the laws and destroy the environment, they will eventually be retaliated by the environment and affect their own survival; There is no shortage of components in the ecosystem, and it is everyone's responsibility to protect the environment. For another example, in the nutrition teaching of senior one, we designed a game between doctors and patients, with the doctor's back to the blackboard and the patient facing the blackboard. When the teacher projects the name of a nutritional deficiency disease, the "patient" tells the main symptoms of the disease and asks the "doctor" to diagnose and make reasonable suggestions. The classroom atmosphere is very good, and students actively participate. Through the role-playing activities between doctors and patients, students have mastered the knowledge easily and happily.
2.2.2 Production category. Suhomlinski, an educator in the former Soviet Union, once said: "The wisdom of children is at your fingertips." This means that children's more hands-on operation will promote the development of intelligence. From the structure of the brain, among the various sensory and motor parts of the human cerebral cortex, the part that controls the hand occupies a large area, so the movement of the hand can train a large area of the brain. As the saying goes: ingenuity. To practice hands is to practice the brain, and the dexterity of "ten fingers linked to one heart" will promote the mind. In class, we designed many production activities, such as cell model, human skeleton model, ear model, coordination model of skeletal muscle in exercise, environmental pollution courseware, handwritten newspaper and so on. Cultivate students' habit of using their hands and brains, and at the same time fully tap their creative potential. For example, when studying the ecosystem, we designed the activity of "Make an ecological ball with me", aiming to make students realize the true meaning of ecosystem and ecological balance in the process of making an ecological ball and observing it. Through experiments and observation, students' interest in learning ecological environment knowledge is improved, and students' experimental ability, observation ability and thinking ability are cultivated, so as to establish environmental protection concept and improve environmental protection consciousness. The teacher first attracts students' interest by showing various pictures and self-made ecological balls, and then uses FLASH animation to guide students to analyze the components of the ecosystem in the bottle. Through discussion, put forward hypothesis, design scheme, make ecological ball, observe, record, analyze and discuss. Every student actively participates in it, and the students are active in thinking and have a warm atmosphere. Without students' active participation, direct experience and sentiment, it is difficult to give full play to the special function and value of activity teaching.
2.2.3 Inquiry experiment class. For example, the influence of light on the life of mice and girls, the exploration of seed structure and composition, the conditions of seed germination, the relationship between pulse and movement, and the reaction speed. For example, when exploring the function of fins and observing fish breathing, we did not completely copy the teaching materials, but changed the experimental materials and teaching methods according to the actual situation. In class, students are given great freedom. The teacher only introduces the content, purpose and equipment of the experiment and puts forward the requirements of the subject, and then lets the students design their own plans according to the given materials and carry out the experiment by themselves. In the experiment, because of the seasonal problems at that time, there were fewer crucian carp and the price was more expensive, so I chose the small goldfish. During the experiment, we found that goldfish is much more flexible than crucian carp. Drop red ink in front of the fish mouth according to the teaching method, and the whole glass of water will turn red immediately, so it is impossible to observe the direction of water entering and leaving. What should we do? At that time, the teacher gave appropriate guidance: "You can catch the fish and throw it directly into your mouth for observation, or you can try other methods without hurting the life of the fish." Finally, each group found the corresponding method to observe the phenomenon of red ink from mouth to cheeks. Method 1: "Let the fish swim in a beaker with red ink for a while, and then put it back in clear water." ; Method 2: "put the fish on the wax plate on the table, because the wax plate is large in area and shallow in water"; Method 3: "Stop the fish from swimming by hand"; Method 4: "Stop the fish on the table with plastic pieces tied with fins"; Method 5: "Grab the fish by hand and drop the ink directly into the fish mouth"; Method 6: "Reduce water to slow down the swimming speed of fish". And put forward some suggestions on the method introduced by the teacher, thinking that the direct ink dripping method is too rough and easy to hurt small fish. The creative potential of students is enormous. Open activities provide students with free space and cultivate their creativity. It not only cultivates students' practical ability, active observation ability, thinking ability and cooperative spirit, but also cultivates students' good moral character of cherishing life and scientific inquiry spirit of daring to challenge teachers and authority.
2.2.4 Design and creation: the design of biological garden, establishment of pet conditioned reflex, design and production of new animal movement mode, inquiry scheme design of animal communication mode and nutrition recipe design were carried out. ...
In addition, there are investigation, analysis and discussion.
The above activities need to go through a comprehensive process of personal practice, recording data, analyzing and summarizing, and drawing conclusions, which can be completed with eyes, brain, hands and whole body. Hands-on practice is the core link, which embodies the essential characteristics of activities. Without this link, the characteristics of the activity will be lost.
In a word, the value of biology in the course is not only reflected in its conclusion, but also in its discovery and development. Knowledge is always a river, which is constantly evolving, enriching and developing. While helping students learn and inherit the excellent cultural heritage of mankind, they should also help them learn and acquire the emotion, attitude and cognitive ability engraved in it. These can be obtained not only by acceptance and memory, but also by directly experiencing the process of scientific discovery. Only in practice can students truly experience the process and value of learning, cultivate tenacious spirit of exploration and pursuit of truth, and make learning an organic part of human life. By designing colorful activities in teaching, students are guided to actively use their eyes, mouth and brain, and various senses are activated in the activities to gain direct experience, so that students can think independently in practice and experience and improve their ability to solve problems. Activity-based teaching can stimulate students' interest in learning, cultivate students' ability and really reduce their learning burden. As a non-senior high school entrance examination subject, students study easily, enjoy learning and love learning.
3. There is a problem
3. 1 classroom organization. Biology classroom activity teaching can effectively promote students' learning enthusiasm and initiative, stimulate their learning potential, and expand their innovative thinking and divergent thinking. Students are full of enthusiasm for activities. If teachers are not properly organized, they will easily engage in activities for the sake of activities and ignore the internalization of learning objectives. It is necessary to combine form and spirit, and the form is scattered but the spirit is not scattered. Teachers and students need tacit understanding, and teachers need strong organizational skills. Not every teacher can handle it well.
3.2 classroom evaluation. There are some differences in autonomous learning ability and hobbies of different classes and students, which leads to some differences in teaching progress and effect in the specific implementation of biology classroom activity teaching. Therefore, it is difficult to evaluate the effect of classroom activity teaching in time and scientifically.
3.3 Teachers' knowledge and ability. The content of biology classroom teaching is rich and colorful, with strong times, so the forms of activities should be diversified, and teachers should have profound knowledge and enterprising spirit. For the new curriculum, teachers generally lack relevant teaching experience and materials, so they will encounter great difficulties in the design of teaching activities, and feel that their knowledge and ability are seriously insufficient, so they often need to spend a lot of energy and time to collect materials, keep learning and recharge themselves.
References:
1. Review and Prospect of Activity Education in China, Wu Huiqing, Chairman of National Activity Curriculum and Activity Teaching Committee (Preface)
2. "Happy Education" basic education curriculum reform teachers' general training books.
3. Interpretation of the new curriculum standards of biology
4. "Activity Teaching" basic education curriculum reform teachers' general training books.
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Application of research-based learning teaching method in biotechnology activities
The new round of biology curriculum reform advocates inquiry learning, which is not only a simple change in learning methods, but also contains profound meanings and expectations for promoting the development of students' quality. For a long time, China's primary and secondary education has focused on students' mechanical memory of subject knowledge and problem-solving skills, ignoring the cultivation of students' comprehensive application ability and creative problem-solving skills, thus resulting in the so-called "high scores and low abilities" and nerd phenomenon. This situation is not suitable for the rapid development of China's economy and the ever-changing progress of world science and technology. Moreover, boring knowledge indoctrination and learning useless ideas have also made many primary and secondary school students feel tired of learning and passive in learning, full of utilitarian learning concepts and "loading and unloading goods" learning methods only for grades. Inquiry learning is a powerful measure and a new learning mode to change this situation.
Inquiry learning is a learning method in which students actively explore problems under the guidance of teachers. In inquiry learning, students discover problems in a way similar to scientific research and actively acquire and apply knowledge. Its purpose is to change students' learning style, guide students to participate actively, be willing to explore and work hard, and cultivate students' ability to acquire knowledge independently. Research-based learning is a new learning mode, which requires teachers and students to change the traditional teaching concepts of teachers, textbooks and classrooms, and change the teaching methods of imparting to adapt to the development of students. The author is a biology teacher of middle school students and a science and technology counselor. In addition to implementing inquiry learning in biology class and guiding students to actively participate, in recent years, in order to meet the needs of inquiry activities, I have also made some explorations and attempts in the teaching methods of implementing inquiry learning in extracurricular scientific and technological activities in biology.
1. Create a situation to explore questions and broaden the exploration ideas.
Innovation is not mysterious. This kind of empathy impulse and ability can be said to be possessed by everyone. It is an innate talent and a natural guarantee for people to adapt to the environment when they are born. And problem consciousness and problem ability can be said to be the basis of innovation. As early as 1930s, Mr. Tao Xingzhi said concisely that innovation begins with problems. Only when there are problems can you think; With thinking, there are solutions to problems and the possibility of independent thinking. Although there are questions that are not necessarily explored, there are no questions that are not necessarily explored. Therefore, in the process of education, we must create a good problem situation and broaden students' inquiry ideas. The author tries to change some outdated teaching methods on how to create problem situations in the extracurricular scientific and technological activities of biology.
The traditional teaching method of biology extracurricular activities, like the general in-school courses, is also based on teaching. For example, the teacher first explains to the students how to make plant vein specimens, wax leaf specimens, transparent immersion specimens, butterfly specimens and so on. And then demonstrate. Next, the students followed suit, and the best thing was to do it perfectly. Students don't have to think. The effect is that students are slow-thinking, and the results of activities are predetermined. Students naturally have less excitement and less innovation.
In order to change this situation, the author created a problem situation in "Exploring the Making of Plant Vein Specimen": there are often some rotten leaves in the river ditch, and vein specimens can be obtained by washing them with water. Why? Can we consider soaking rotten mesophyll? What soaking solutions are there? How long does the soaking process take? Which plant leaves are suitable for making vein specimens by soaking? In this way, students' thinking is broadened and the sparks of thinking are flashed. They mobilized their original knowledge structure to explore the problems in this situation, and actively thought and found problems from multiple angles. Opinions vary, excited! Some say to soak leaves in tap water, some say to soak them in ponds, some say to soak them in vinegar solution, some say to soak them in washing powder solution, some say to soak them in alkali solution, and so on. These schemes reflect the broadness of students' thinking and the importance of creating problem situations. Teachers should encourage in time to broaden students' thinking.
The author does not judge the various production methods put forward by students by quality, but discusses the possible results with students according to the basic principles, analyzes, compares and screens them, encourages students to draw conclusions with their own experimental results, and allows them to make them according to their own ideas. Of course, the production results will never be the same again! Someone succeeded! Some people failed! Through exploration activities, it is finally concluded that pond water and tap water are ideal soaking solutions (bacteria can multiply in large quantities, while acid-base solutions inhibit the reproduction of bacteria), and magnolia leaves are also ideal materials. Students are interested in designing their own methods and making them through exploration, and they are very satisfied with the specimens made. On this basis, I guide students to think about how to develop vein specimen crafts. In this way, after many activities, students experienced the fun and sweetness of inquiry learning, became interested in inquiry learning, and gradually developed a good habit of being good at asking questions, being diligent in thinking and being willing to start work. Veins bookmarks, vein photo frame, vein flower, vein lampshade, vein zodiac and other handicrafts came into being. The experiment of making vein specimens by simple method won the third prize of 2 1 Fujian Youth Science and Technology Innovation Competition.
2. Create a unique inquiry personality.
In a sense, there is no inquiry without personality, and the process of inquiry often shows distinct personality. Teachers should recognize students' individual differences, respect students' different interests and hobbies, and deeply understand each student's personality characteristics, interests and specialties. On this basis, carry out personality education, guide students to develop exploratory personality characteristics, encourage and actively create conditions to help students develop their specialties, leave more choices and free development space for students, and shape distinctive exploratory personality.
2. 1 There is only a scientific method, and there is no standard answer.
Whether right or wrong, it is a big drawback of traditional exam-oriented education that learning only pursues a standard answer and the highest score, which is not only reflected in students, but also in teachers' teaching, which seriously hinders the development of inquiry activities. In the teaching of biological extracurricular inquiry activities, the author emphasizes that there are only scientific methods and no standard answers. The discussion of various issues only pays attention to the scientific nature of your thinking and the logic of your statement, and does not emphasize the right or wrong results. This dispels many students' fear of making their peers laugh by answering wrong questions, guides students to think independently and reason logically, focuses on finding arguments, and broadens the ways of saying things. Students' thinking gradually became active, and they dared to express their opinions and gradually entered the main role. Therefore, in the process of extracurricular scientific and technological activities counseling, as long as students can put forward their own ideas, not completely limited to textbooks, they will give full affirmation and encouragement in time, and strive to shape a distinctive inquiry personality.
For example, citrus is a common material in daily life, and spraying ants with citrus peel is also a game that children often play. When tutoring scientific and technological activities, a classmate had a whim: can a large dose of citrus oil be used to spray cockroaches? Driven by this inquiry thinking, I use the situation to tell the reason why citrus oil kills insects, and then guide students to try and explore boldly. The students sprayed cockroaches with similar plant materials, such as garlic and onions, and were all in high spirits, not intimidated by the lack of answers from the book. After many twists and turns and hardships, the environment-friendly cockroach killing material was "born". In this process, we not only carried out exploration experiments again and again, but also experimented with environmentally friendly cockroach killing liquid on mice (to prevent it from poisoning human body), and finally it was successfully tried in the family. A series of inquiry processes completely conform to the basic idea of scientific inquiry. Students' scientific consciousness has been improved and they have a new understanding of scientists' rigorous learning attitude. Exploring environmental protection materials to eliminate cockroaches won the second prize of 2 1 Fujian Youth Science and Technology Innovation Competition.
2, 2 train students to use their hands and brains.
Tao Xingzhi, a famous educator, pointed out that when you use your brain, you can experiment with your hands at the same time, and when you use your hands, you can also think with your brain at the same time, so that you can create. Inquiry learning must provide students with opportunities to use their brains and hands to experience the practical process of problem inquiry, so as to gain preliminary research experience, deepen their thinking and understanding of nature, society and other issues, stimulate students' curiosity to explore problems and reflect their own innovative spirit, and form the study habit of thinking independently and paying attention to solving practical problems.
In the extracurricular exploration activities of biology, the author pays attention to letting students use their brains and hands, and arranges some small inventions and creations with their brains and hands in the course. At the same time, we should pay attention to inducing them to do a good job of connecting their brains with hands, and cultivate students' inquiry personality in the process of hands-on.
In the biotechnology activities, the author tried to let students design a hat suitable for catching insects in the wild, and asked the hat to combine the insect catching equipment into one, so that one hat can be used for multiple purposes. The specific design scheme is decided by the students, and one group is designed like this: ordinary straw hats are decorated with camouflage cloth and have a generous appearance. The top of the hat is equipped with an insect-proof net, and the handle of the insect-proof net can also be used as a crutch. The bottom of the hat is connected with a raincoat, which can be loaded and unloaded at any time. There are five zipper pockets sewn on the edge of the hat, and some auxiliary tools for catching insects are contained in the pockets, such as magnifying glass, flashlight, compass, map, pen, notebook, mask and white paper. In this way, students realize that sometimes it is easy to operate problems, but it is not easy to do them in practice with brain-hand-hand. On the contrary, some thinking steps are very complicated, and after practical application, you can jump a few steps in place. Teaching methods that emphasize brain and hands-on, hands-on and brain-on, not only make students' hands flexible, but also enliven their brains, giving them the experience of jump thinking and providing a foundation for their ability to solve practical problems and innovate in the future.
Through the above teaching methods, not only can every student experience the charm and fun of inquiry activities, as well as the importance of thinking methods and practical operations, but also can cultivate students' good habits of thinking seriously in everything and cultivate the scientific quality of respecting scientific truth and paying attention to practice to produce true knowledge. Inquiry learning is a brand-new way of learning. In inquiry learning, a good teacher should adopt scientific and effective teaching strategies, carefully design a space for students to feel carefree, a space for them to explore, express and share their ideas, and firmly remember and grasp the teaching principle of "students are the main body and teachers are the dominant". Only in this way can the effectiveness of inquiry learning be further improved and the important curriculum concept of inquiry learning be carried forward.