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充分地利用生物课堂有效地培养学生生物科学素养,培养具有创新精神和创新能力的学生,是新课程背景下高中生物教师必须深入研究和解决好的一个重要课题。一、发掘学生思考潜能,提高探究思维能力“学起于思,思源于疑”。这是我国古代教育学家的精辟论述。学生强烈的释疑解惑的欲望是他们积极思考的潜在动力,是教师的分析与讲解所无法替代的。我在教学“T2噬菌体侵染大肠杆菌的实验”的时候,就引导学生自己发现问题、提出问题。如实验中包括有两个小实验,我要求学生认真观察这个实验,并且暗示他们这
Making full use of biological classrooms to effectively cultivate students’ bioscience literacy and cultivate students with innovative spirit and innovative ability is an important issue that high school biology teachers must deeply study and solve well under the new curriculum background. First, to explore the potential of students to think, improve the ability to explore thinking “learn from thinking, from the suspect ”. This is an incisive discussion of ancient Chinese educators. Students ’strong desire to explain doubts and doubts is their potential motivation for positive thinking, which is irreplaceable by teachers’ analysis and explanation. When I was teaching “The experiment of bacteriophage T2 infection with E. coli”, I guided the students to discover the problems and ask questions. If the experiment includes two small experiments, I asked the students to carefully observe the experiment and suggest that they