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一、问题的提出 我们在生物学教学中发现,多数中师生物书面作业不够重视,主动、积极思维能力欠佳,甚至认为练习仅仅是照搬书本,或者根本不用去做。通常的教学模式是,学生的练习由教师精心组织,基础不一的学生都围绕着教师已设计好的一个圈子转,这与传统的应试教育是一脉相承的。随着教育改革的深入,应试教育正在向素质教育转轨。提高学生练习的质量,发挥练习的独特功能及作用,对未来从事小学基础教育的中师生素质的提高,具有不可低估的作用。基于这种认识,连续四年来,我们在教学过程中对本校学生的生物书面练习环节作了部分改革,并对此作了较为详细的试验研究。
First, the issue of the proposed We found in biology teaching, most middle school students do not pay enough attention to the written work, active, positive thinking ability is not good, and even think that practice is only copying the book, or do not have to do it at all. The usual teaching model is that the students’ practice is carefully organized by the teachers, and the students with different fundamentals all turn around in a circle that the teacher has designed. This is in line with the traditional exam-oriented education. With the deepening of education reform, exam-oriented education is shifting to quality education. To improve the quality of students’ practice and bring into play the unique functions and functions of the exercises, it should not be underestimated for the improvement of the quality of students and middle school students who are engaged in elementary education in the future. Based on this understanding, for the fourth consecutive year, we have made some reforms to the student’s bio-written practice sessions during the teaching process, and have conducted more detailed experiments on this.