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在中学生物教学中,人们往往习惯于从概念、结论出发,按课本的知识体系,循序教学。这种教学模式基本上是一种结论式的教学模式。其教学方法总摆脱不了注入式、填鸭式和满堂灌,而很难做到启发式、探求式和发现式教学。如何才能彻底改变这种传统的陈旧的结论式教学,寻找到新的教学方式呢?笔者认为,根本的办法有两条:一是变结论式教学为过程式教学;二是彻底改革旧教材,按过程式教学的原则编写新教材,才是最好的出路。全国统编九年义务教育初中生物新教材及有关省市编写的新教材课本则是这种大胆改革的新成果。 近年来,我们在初中《植物学》、《动物学》、《生理卫生》及高中《生物学》较多章节的教学中,大胆进行了过程式教学的改革试验,努力探索过程式教学方式。 所谓过程式教学就是教师根据教材的基本内容,精心科学地提出问题,让学生带着问题,到一定的教学情境中,去观察、去实验、去考察,去探索知识。在此基础上,让学生讨论或师生共同讨论,教师串讲。此后,教师点拨或总结,得出准确的科学结论。然后再让学
In biology teaching in middle schools, people are often accustomed to proceeding from concepts and conclusions, and follow the textbook knowledge system to teach them sequentially. This teaching mode is basically a conclusion-based teaching mode. Its teaching methods can not always get rid of injection, spoon-feeding and full-house irrigation, but it is difficult to do heuristic, exploration and discovery teaching. How can we completely change this traditional old-style conclusion teaching and find new teaching methods? The author believes that there are two basic methods: one is to change the conclusion teaching to process teaching; the second is to thoroughly reform the old teaching materials. The best way out is to compile new textbooks in accordance with the principles of process-based teaching. The textbooks of the new nine-year compulsory education junior middle school biology textbooks and the new textbooks prepared by the relevant provinces and municipalities are the new results of this bold reform. In recent years, we have boldly carried out reform experiments in process-based teaching in the teaching of Botany, Zoology, Physiology and Health, and many chapters of Biology in high school. We have tried to explore process teaching methods. The so-called process-based teaching is based on the basic content of the teaching materials, and teachers meticulously and scientifically ask questions, allowing students to take problems, go to certain teaching situations, observe, experiment, investigate, and explore knowledge. Based on this, students can discuss or discuss with teachers and students, and teachers can talk together. Since then, the teacher has directed or summed up to arrive at an accurate scientific conclusion. Then let learn