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背景:我发现其实生物教学中的很多内容,若按照传统教材的方式向学生做详细的讲授,辅以几幅挂图或者几个演示动画的形式,表面上学生听得认真,看得仔细,但课后真正留给学生的体会感受并不多,当然也很难激发学生的学习兴趣,让学生真正参与到课堂中来。随着不断反思自己的课堂的教学,我发现通过有效的设置学生课堂活动,不但能激发学生的兴趣,帮助学生释疑解难,而且可以创设情境,使学生如身临其境,引起情感的共鸣,从而调动起学生对文本知识的理解、质疑、关注,甚至于进一步探讨的兴趣,提高教学效
Background: I found that in fact, many aspects of biology teaching, if according to the traditional teaching materials to students in detail to do, supplemented by a few flip charts or a few presentation animation form, on the surface students to listen carefully and carefully, but After class really leave students experience is not much, of course, it is difficult to stimulate students interest in learning, so that students really participate in the classroom. With continuous reflection on my own classroom teaching, I found that by effectively setting up students ’classroom activities, I not only can arouse students’ interest, help students to solve problems, but also create situations that enable students to experience the emotions at their fingertips, So as to mobilize students’ understanding, questioning and concern about textual knowledge, and even further explore the interest and improve teaching effectiveness