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立足科学,实施课程,学生的学习规律至关重要。作为中考前的复习课,面对学生学科知识的疏漏点涉及面可能非常散杂的现状,要解决学生面临的实际问题,需要精心安排复习内容和形式。应用脑科学的基本原理,采用有关策略,复习课一样可以很精彩!基于脑科学的初中生物教学策略有:思维有深度,保证思维的深刻性。作为中考前学生,其学科知识的疏漏点涉及面可能非常的散杂,找出其中有机联系,加以巧妙整合,精心安排复习内容。在具体复习过程中,教学环节的设置体现思维的深度。问题有层次,保证思维的流畅性。问题的层次性体现在同一主题的学习递进自如,还体现在知识的整合与架构主次分明。教学形式有侧重,保证思维的活跃性,这是创新思维的基础:活动形式实践化(主要形式“做中学”),用“做中学”解决课堂重点与难点;活动内容多样化(多种情境为辅),科学利用左右脑的思维特点,利于学生左右脑的积极休息。活动过程体验化(调动多感官体验),保证思维的活跃性。
Based on science, the implementation of the curriculum, student learning is crucial. As a review class before the exam, the omission of the subject knowledge of students involves the status quo may be very messy, to solve the practical problems students face, you need to carefully arrange review content and form. Application of the basic principles of brain science, the use of strategies, review classes can be very exciting! Based on brain science junior high school biology teaching strategies are: thinking has depth, to ensure the profound nature of thinking. As a pre-test students, the omission of their subject knowledge involves the surface may be very scattered, find out the organic links, to be cleverly integrated, carefully arranged review content. In the specific review process, the setting of teaching reflects the depth of thinking. The problem level, to ensure the fluency of thinking. The level of the problem is manifested in the gradual ease of learning on the same subject, as well as the integration of knowledge and the structure of the primary and secondary. Focusing on teaching forms and ensuring the activeness of thinking are the foundations of innovative thinking: the practical forms of activities (the main form of “doing secondary school”), the “middle school” solving the key and difficult points in the classroom; the diversity of activities (Supplemented by a variety of situations), the scientific use of the thinking characteristics of the left and right brains, which will help students to take a positive rest of the brain. Activity process experience (to mobilize multi-sensory experience), to ensure the active thinking.