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最近我試教了六节課,教的是《生物学》第一册里的藻类、菌类、苔蘚几个植物类群。经过试教,初步体会到在生物教学中,在組织教材方面有三个值得注意的問題。一是一节課內知識之間的联系問題。生物教材里每一課的知識,如果不穿起一条紅线,就显得杂乱无章,沒有脉絡。应該用什么作红线穿起来呢?我觉得这条紅綫应該是知识本身的內在联系。具体地說,就是要正确地阐述构造跟机能之間、生物体跟生活条件之間的关系。可以用《細菌》一課的教学来說明这个問题。細菌的构造、营养、繁殖对于細菌来說原是统一的,它的营养跟构造相适应,它的繁殖跟营养有关連。讲这課应該先讲清細菌的构造,明确指出它的身体就是一个細胞,細胞里沒有叶綠体。随后由构造引述到营养,說明細菌因为沒有叶綠体,自己不能制造有机物,它是
Recently, I have taught six classes to teach about the phytoplankton, fungi and mosses in the first volume of Biology. After trial and education, I initially realized that in the teaching of biology, there are three notable problems in organizing teaching materials. One is the connection between knowledge in a class. The knowledge of every lesson in the biology textbook, if not wearing a red line, becomes disorderly and without context. What should be used to wear the red line? I think this red line should be the intrinsic link of knowledge itself. Specifically, it is necessary to correctly explain the relationship between the structure and function, living things and living conditions. You can use the “bacteria” lesson to illustrate this problem. Bacteria structure, nutrition, reproduction is the original for the bacteria is uniform, its nutrition and structure to adapt to its breeding and nutrition-related. This lesson should first clarify the structure of bacteria, clearly pointed out that its body is a cell, cells do not have chloroplasts. Subsequently quoted by the structure of nutrition, that bacteria because there is no chloroplast, they can not create organic, it is