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“基于问题的学习”(problem-based learning,简称PBL)引入中学生物学科教学之后,引发了一场优化教学方式的革命。新课程提倡课程内容问题化,提倡学生在问题情境中分析问题、解决问题。那么在这种以“问题驱动”为特点的教学中教师如何扮演好自己的角色呢?一、“问题驱动”教学的实施步骤1.教师精心设计“问题单”如人教版一物教材必修二中“格里菲思肺炎双球菌的转化实验”:①R型活细菌注射到鼠体内,小鼠存活;②S型活细菌注射到鼠体内,小鼠死亡;③加热杀死的S型细菌注射到鼠体内,小鼠存活;④R型活细菌与加热杀死的S细菌混合后注射到小鼠体内,小鼠死亡。笔者设计了如下的问题:①对比分析第一、二组说明什么?②对比分析第二、三
The introduction of problem-based learning (PBL) into middle school biology teaching has triggered a revolution in optimizing teaching methods. The new curriculum promotes the problem of the content of the course, advocates the student to analyze the problem in the question situation, solve the problem. So in this kind of “problem-driven” is characterized by the teaching of teachers how to play a good role in it? First, the “problem-driven” teaching steps 1. Teachers well-designed Teaching a textbook compulsory two “Griffiths pneumococcal transformation experiment ”: ①R live bacteria injected into the mouse, the mouse survived; ②S live bacteria were injected into the mouse, the mice died; ③ Heat-killed S-type bacteria injected into the mouse, the mice survived; ④ R live bacteria mixed with heat-killed S bacteria injected into mice, the mice died. The author designed the following questions: ① comparative analysis of the first and second groups to explain what? ② comparative analysis of the second and third