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近几年的生物课堂教学发生了很大变化,生物课堂体现了学生在课堂上的主体地位,学生不再是知识的储存容器,他们学会了思考、合作、探究,通过学习过程的体验,敢于质疑、富有挑战意识,学生的语言表达、板书书写、合作探究、思维分析等多种能力都有提高。然而,生物课堂教学过程中仍存在许多问题,在我们的教学过程中需不断改进。一、正确认识教师的主导作用和学生的主体作用经过几年的教学改革,一些教师在课堂上主导作用发挥的不好。上课该讲什么,什么时间讲,讲多长时间?
In recent years, great changes have taken place in the biological classroom teaching. The biological classroom embodies the students’ dominant position in the classroom. Students are no longer the storage containers of knowledge. They learn to think, cooperate, explore and experience through the learning process. Doubts, a sense of challenge, the students’ language expression, writing on the blackboard, cooperative exploration, thinking analysis and other abilities have improved. However, there are still many problems in the biological classroom teaching process, which need to be improved continuously in our teaching process. First, a correct understanding of the leading role of teachers and the main role of students After several years of teaching reform, some teachers in the classroom to play a leading role in the poor. What should I say in class, what time to talk about and how long to talk about?