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一、发掘教材中与生产有关因素,补充教材的不足初中一年级植物课中讲到“根系”有两种——直根系和须根系,这是植物形态构造的知识,直根系的根深,须根系的根浅而分布面广。这个知识能用于生产吗?山区的蚕豆与小麦间作,花生与玉米间作,就是利用直根系与须根系作物配合以充分利用不同深度的土层,发挥土地的潜力。这样讲就能使同学理解到所学的知识是有用的。讲茎的运输作用时,以切去一圈树皮的环剥实验来证明有机养料是经树皮自下而上输送的。过去有老师真叫学生在绿化树半腰去作实验。上期在教学中就只利用以往留下的材料,一方面说明
First, to explore the textbook with the production-related factors, lack of supplementary teaching materials First-year junior high school class says “root” There are two - straight roots and fibrous roots, which is the plant morphology and structure of the root, Department of the root shallow and widely distributed. Can this knowledge be used for production? The intercropping of fava beans and wheat in the mountains and the intercropping of peanuts and corn means that the potential of the land can be brought into full play by utilizing the root-root and root-forage crops to fully utilize the soil layers of different depths. This will enable students to understand the knowledge learned is useful. Speaking of the transport of the stems, the girdling of the bark of the circle was cut to prove that the organic nutrients were transported from the bottom up through the bark. In the past, there was a teacher who really told students to experiment in the middle of the green trees. The last period of teaching in the past only use the material left behind, on the one hand