1, four parts: head, neck, trunk and limbs.

2. Three layers: skin, muscles and bones.

3. Second cavity: cranial cavity and body cavity (including thoracic cavity and abdominal cavity)

4. A tube: spinal canal

(2) the basic structure of the human body:

1. Cells: The basic structure and morphology are diverse.

2. Organization: the concept, morphological structure, distribution and function of the four basic organizations.

3. Organ: concept, main organ

4. System: concept, eight systems of human body (name and function)

5. Structural level: cell → tissue → organ → system → whole.

(3) The human body is a unified whole;

1, structurally.

2. From the functional point of view

Highlights and difficulties in this chapter

1. Basic structure of human body. The key is to let students learn the correct observation method, cognitive order and the ability to use terminology correctly.

2. The structural characteristics, distribution and functions of the four basic tissues of the human body. Pay attention to observation, analysis and comparison, and the adaptive relationship between infiltration structure and function.

The human body is a unified whole. It is important for students to understand the coordination between various organs and systems of the human body and the regulating role of the nervous system in activities, and to understand this abstract content in combination with practice.

4. Through learning activities, make students aware of the necessity and urgency of learning the knowledge of human physiological health, and thus become interested in this course.

On the Treatment of Two Teaching Difficulties

There are two teaching difficulties in this chapter: one is the structural characteristics, distribution and function of the organization, and the other is that the human body is a unified whole. The structural characteristics, distribution and functions of institutions are in the same chapter, and the theoretical knowledge is relatively concentrated, which increases the learning difficulty of students; The human body is a unified whole, which is still abstract and difficult to understand for junior two students.

(1) It is difficult to deal with "organizational structure, distribution and functions".

1. Connect with practice, enhance students' perceptual knowledge of the organization, and stimulate students' interest in learning.

It is strange for students to come into contact with the four basic human organizations for the first time. In teaching, paying attention to connecting with practice can enhance students' perceptual knowledge of organization, which not only helps students to remember and understand, but also stimulates students' interest in learning. For example, talk about epithelial tissue and ask students to recall where they scraped epithelial cells when they were doing the experiment of observing human oral epithelial cells with a microscope. Let students know the distribution of epithelial tissue (the inner surface of various lumen walls in the body). Through these practical examples, the four basic organizations are close to students' life, which makes students no longer feel strange and reduces the learning difficulty.

2. Through illustration comparison and experimental observation, let students master the structural characteristics of four basic organizations.

Illustrations are intuitive, vivid and vivid, so that students can deepen their impression and improve their memory effect through comparative observation of illustrations. For example, if students compare two illustrations of epithelial tissue with two illustrations of connective tissue, they will find that their structural characteristics are just the opposite: epithelial tissue is "closely arranged with less intercellular substance" and connective tissue is "more intercellular substance and more intercellular substance". This makes it easy for students to remember. Through such comparative observation, students clearly remember the structural characteristics of the four basic organizations.

After that, let the students observe and distinguish the four basic tissues through the microscope, and further familiarize themselves with the structural characteristics of the four basic tissues. In order to check students' knowledge, we can remove the label from the slide specimen in advance and mark it with a number, so that students can tell the organization name of each numbered slide specimen through observation.

3. Care before and after, strengthen the connection between old and new knowledge, and consolidate what you have learned.

The contents described in this chapter, especially the knowledge about cells, tissues, organs and systems, all involve the morphological structure and physiological functions of various organ systems to varying degrees, as well as the health care knowledge described in the following chapters. Therefore, in the future teaching, we should pay attention to the care before and after, and strengthen the connection between old and new knowledge, so as to consolidate what we have learned. For example, when talking about the structure and function of skin, we can contact the structural characteristics and distribution of epithelial tissue; When describing the composition of cuticle and dermis of epidermis, contact the protective effect of epithelial tissue and connective tissue.

(2) Dealing with the difficulty of "the human body is a unified whole".

1. Let students understand that the human body is a unified whole from the composition of the human body.

The human body is a unified whole, which cannot be separated from the neat and perfect structure of the human body. Cells are the basic units of human structure and function. Some cells and interstitial cells with similar morphology and function form tissues, and different tissues are combined in a certain order to form organs with certain functions. A plurality of organs that can perform one or several physiological functions together form a system, and each system further constitutes the human body. The rigor and perfection of the human body structure ensure that the human body is a unified whole.

2. Let students understand from the coordination of human organs and system activities.

The human body is a unified whole. Although the structures and functions of human organs and systems are different, they are not isolated in carrying out various life activities, but closely cooperate with each other and maintain a high degree of coordination. Taking the strenuous exercise of human beings as an example, this paper explains the coordinated activities of various organs and systems of the human body, which fully embodies that the human body is a unified whole.

3. Let students understand from the regulation of nervous system and body fluids.

The human body is a unified whole. The change of human functional activities has two characteristics: one is that the activities of various organs and systems in the body are holistic, and the other is that human functional activities always adapt to changes in the environment. Why can the respiratory, circulatory, excretory and other organ systems cooperate with each other and coordinate activities when the human body is exercising vigorously? Why does the hand retract quickly when it touches the hot stove, and the action is so fast and accurate? It is because the nervous system and body fluids, especially the nervous system, are playing a regulatory role. The reason why the human body can become a unified whole is because of the regulation of nervous system and body fluids.

4. The idea that the human body is a unified whole runs through the whole physiological health teaching.

The human body is a unified whole, which is reflected in the later chapters. Therefore, it is helpful for students to deeply understand the infiltration of content into human body in teaching. For example, the cooperative relationship in skeletal muscle movement, after people enter adolescence, the shape and function of the human body will change significantly, rather than one aspect, which also reflects that the human body is a unified whole. When summing up the influence of physical exercise on the human body, tell the students that it is precisely because the human body is a unified whole that physical exercise brings many benefits to the human body. Similarly, smoking and drinking are harmful to people in many ways. In teaching, if "the human body is a unified whole" is properly introduced, students can also deepen their understanding of a certain content. For example, when talking about the principle of "pulse-taking" diagnosis, tell students that an organ of the human body is sick, because "the human body is a unified whole", the heartbeat often changes in speed and intensity, which is manifested in the pulse. Therefore, doctors can infer the health of the heart and other organs by "pulse-taking".

It can be seen that the idea that the human body is a unified whole runs through the whole teaching of physical hygiene, which can not only break through the difficulties and make students deepen their understanding of the human body as a unified whole, but also has many other meanings.

Teaching suggestion

It is recommended that this chapter be taught for 3 ~ 4 class hours. The first class introduces the general situation of the human body; The second class, study human cells; In the third class, learn four kinds of organizations; In the fourth class, learning organs, systems and human bodies are a unified whole.

When studying the general situation of the human body, students are mainly required to know the names of various parts of the human body. You can ask students to name their body parts first. If the name is not clear, you should refer to the pictures in the book to identify it. It is best for two students to study together and ask each other questions. Pay attention to avoid saying common sayings, such as arms, which should be called upper arms and forearms, and learn to use technical terms. We should know exactly the four parts, three layers, two cavities and one tube of the human body. Four fingers, neck, trunk and limbs, three layers refer to skin, muscle and bone, two cavities refer to body cavity and cranial cavity, and one tube is spinal canal.

When learning the basic structure of human body-cells, organize students to do experiments to observe human oral epithelial cells and draw an accurate picture of human oral epithelial cells. On this basis, the structural similarities and differences with animal cells and plant cells were discussed. It is also necessary to provide students with as many morphological and structural maps of human cells as possible so that students can understand the diversity of human cells. The study of cells, tissues, organs and systems should be based on contact zoology.

The characteristics, distribution and function of cell morphology and structure of the four basic tissues of human body are the focus of this chapter. When studying, it is suggested to provide students with intuitive materials, such as wall charts or permanent slide specimens, and summarize the structural characteristics, distribution and functions of the four basic organizations on the basis of students' observation. It should also be combined with practice to let students have a better understanding of the organization.

When studying human organs, it is suggested to take specific organs as examples. Through analysis, it is concluded that the concepts of organs and organs are composed of four basic tissues, with one or two tissues as the main ones. Students should be provided with pictures of human organs to let them know the distribution and functions of major human organs, such as heart, lung, stomach, kidney and liver.

When studying the human body system, it is suggested to contact the system mentioned in zoology and analyze the concept of the system. Use the illustrations in the book to let students know the names, main organs and functions of the eight systems of the human body.

The human body is a unified whole, which is another key and difficult point in this chapter. When studying, students are advised to connect with reality. Through simple activities, students can experience the changes of various organ systems such as lung and respiratory system, heart and circulatory system, skeletal muscle and motor system after they change from a calm state to strenuous exercise. We can use the courseware in media materials to deeply understand how these organ systems are closely integrated, and their coordination activities fully show that the human body is a unified whole. It is a whole under the simultaneous regulation of nerves and body fluids.

Through learning, students can establish health awareness, actively correct their behavior in daily life, and actively maintain and improve the surrounding living environment. Make the body develop healthily and the psychological quality can meet the needs of society.

Example of instructional design

& lt first lesson >

Start with the concept of "health" to stimulate students' interest in learning.

Question: (1) With the development of society and the continuous improvement of people's living standards, more people want to be healthy. So, class, do you feel healthy? How to measure a person's health? (2) What unhealthy behaviors do you think we have in our daily life? (3) Only from the physiological point of view, how can we be healthier?

Health not only means that the human body is free from diseases, but also includes a perfect state of mind and society.

There are many unhealthy phenomena and hidden dangers in our life. For example: irregular life; The diet structure is unreasonable; Smoking and drinking; Gluttony tonic; Drug abuse; Lose weight blindly; Adverse factors that affect health in the living environment, such as kitchen fume, decoration paint, unclean food and drinking water, too strong or too weak light, noise, etc. The overindulgence of single-parent families and parents leads to poor psychological quality of children, who can't bear setbacks and are good at cooperating with others.

In order to make ourselves healthier, we need to have some basic knowledge about the human body. Let's take a quiz first.

2. Combining with real life, make clear the importance of studying human physiological hygiene and the research content of this course.

Question: (1) Can you explain some of your physical problems? Where are you from? Why can you grow taller? Why can the eyes "see"? Why do you sweat in hot weather? How does the food you eat change in your body? Why is blood red ... (2) Can you protect yourself or others scientifically when the following problems occur? For example: trauma, gas poisoning, fracture, dislocation, massive hemorrhage, heatstroke, frostbite, fire, drowning, electric shock. ...

In order to explain these problems and make ourselves grow and develop healthily, we must understand the knowledge about the structure and function of our bodies and the laws of human life activities, which is exactly what we want to learn in the physiology class of senior two.

3. Take students as the main body, and learn about the general situation of the human body from the macro level in the activities.

Question: (1) How should we know the human body? (2) What parts of the human body are there? What is the main structure?

Through the study of biology class in senior one, students should know that the most important means to understand biology is to pay attention to observation, which should have the right method and pay attention to the order-from macro to micro; From part to whole; From outside to inside. Today, let's get to know our body from the macro level through observation!

Student activities: (1) Work in pairs. Compare the pictures in the book to know the names of various parts of the human body, the names and relative positions of cavities and important internal organs in the human body. (2) After the teacher says the name, all the students will identify it together. (3) Discuss what problems should be paid attention to when learning the general situation of human body.

In the activities, teachers should fully mobilize students' learning enthusiasm and encourage and praise outstanding students in time; Pay attention to correcting students' mistakes and emphasize replacing common sayings with standardized terms. Such as: neck (neck), abdomen (abdomen), upper arm and forearm (arm), foot (foot) and so on. It is best to use a mannequin (the internal organs can be disassembled) to let students establish a three-dimensional sense of the human body.

After-school activities: pass on the knowledge about health and body contour learned in class to family members and share with them.

< the second category >

1. Introduce the research of human body structure from macro to micro, and clarify the contents of this section.

Question: (1) What do you see when you put the naked eye under a microscope? (2) Is there any way to see your own cells through experiments? (Prompt students to use existing knowledge and skills) (3) How to choose experimental materials (human cells)?

Last class, we learned about our bodies from a macro perspective. In this class, we should know ourselves from another angle. Observing the structure of the human body under a microscope, hard bones and flowing blood are all composed of cells. Cell is the basic structure and functional unit of human body.

To observe cells under a microscope, you can make use of the skill you have mastered-making temporary films. (Remember the steps) It's easy to get the materials. This time, we choose epithelial cells on the side wall of the mouth.

2. Students understand the basic structural units of human cells by observing the experiments of human oral epithelial cells.

Student activities: do experiments to observe human oral epithelial cells (under the guidance of teachers)

Question: (1) What is the physiological saline used in the experimental materials? Why not use water?

(2) What problems should be paid attention to in the production of temporary films?

(3) Why do you rinse your mouth with water before class?

(4) How to observe cells more clearly?

(5) How to record your observations?

(6) What are the structural similarities and differences between human cells and animal and plant cells?

When checking the experimental supplies before the experiment, guide students to think about the function of physiological saline-to provide the corresponding living environment (human internal environment) for cells. By measuring the concentration of 0.9%, it can be illustrated by the example of normal saline used for infusion in life.

In the process of making, remind students to operate in the correct order; The drop amount of physiological saline should be moderate; Correct method of drawing materials (teacher's demonstration); Apply the material evenly (to prevent cells from overlapping); Cover the glass correctly (to prevent bubbles).

On the basis of students' answers, it is clear that the purpose of gargling is to remove food residues from the mouth and obtain pure cells.

Students need to point out that when observing colorless and transparent specimens under a microscope, the brightness of the field of vision should be appropriate (by adjusting the aperture and reflector to darken the field of vision, the boundary between cytoplasm and nucleus can be clearly defined, which is easy to distinguish and beneficial to observation); Stained cells is more conducive to observation (reminding students to pay attention to dyeing methods). And with the help of media (micro-projection, wall charts, etc. ) to guide students to observe.

On the basis of observation, teachers and students learn the structure of human cells by drawing cell maps together. Students draw sketches in their notebooks while observing. The teacher pays attention to the students' problems in the inspection and corrects them when explaining the arrangement. )

On the basis of students' discussion, it is emphasized that human cells are consistent with animal cells in structure, and they all contain three parts: cell membrane, cytoplasm and nucleus, without cell walls and vacuoles of plant cells.

3. Understand the diversity of human cells by observing pictures or wall charts.

Question: (1) Are human cells the same as the oral epithelial cells we observed? (2) Why are there so many different types of human cells? (Suggest the relationship between morphological structure and function)

Show students the diversity of human cells' morphological structure and simply connect their functions with pictures or wall charts, and point out that this is the result of human cells adapting to different functions in the evolution process.

Thinking after class: When observing human cells, do you think other materials can be used to make temporary films? Make suggestions.

< the third category >

1, recall the cell structure, introduce research topics, and then gradually lead the human body structure from micro to macro.

Question (1) What is the structure of human cells? (Use flip chart to recall)

(2) How do various cells construct the human body? (Guide students to use the existing knowledge of zoology to answer)

2. Observe the permanent mounting (cutting and painting) of various tissues, and understand the structural characteristics, distribution and functions of four tissues in human body.

Question (1) Are there any similarities between cells that grow together? How do they fit together?

(2) What are the basic tissues of the human body? How to divide it?

(3) What are the differences between the four basic tissues in morphological structure, distribution and function?

Student activities: (1) Observe permanent slide specimens of human tissues; Solve the above problems +0.

(2) Discuss the differences in morphological structure and distribution function of the four tissues.

Cells that grow together usually have similar morphology and structure and the same function. They are interconnected by some matrixes to form human tissues.

The four basic tissues that make up the human body are obviously different in structural characteristics, distribution and functions. It can be divided into epithelial tissue, connective tissue, muscle tissue and nerve tissue. (See table below)

epithelium

connective tissue

musculature

nerve tissue

Be distributed

The body surface and the inner surface of each cavity wall constitute glands.

wide distribution

Heart, stomach, intestine and skeletal muscle

Widely distributed, rich in brain, spinal cord, sensory organs, nerves and skin.

design feature

The cell morphology and structure are unified, the cells are closely arranged, and there are few intercellular substances.

The cells are loosely arranged, and the number and composition of intercellular substances are rich.

Single cell type, less interstitial cells.

Composed of neurons

type

Single-layer flat epithelium, single-layer cubic epithelium, pseudostratified ciliated columnar epithelium, stratified epithelium, glandular epithelium, etc.

Loose connective tissue, dense connective tissue, firm connective tissue, serous connective tissue and adipose tissue.

Cardiac muscle, smooth muscle and skeletal muscle

————

function

Protect, secrete

Contact, support, protection, nutrition and transportation

Can contract and relax.

Produce movement

Accept the stimulus, get excited, get excited

for instance

Skin outer layer, blood vessel inner layer, trachea inner layer, etc.

Subcutaneous tear, ligament, bone, cartilage, blood

Muscular layer of stomach wall, biceps brachii and myocardium.

brain tissue

spinal cord

Connecting with practice

What tissue is the oral epithelium observed in the last class taken from?

What tissues do we usually refer to as muscle and fat?

The volume of the stomach after meals is larger than that before meals. What organizational characteristics determine it?

What tissue is injured by the person with lower limb paralysis?

(It is suggested to print blank forms before class to facilitate students' discussion and recording.)

When studying the four basic tissues of human body, we can use illustrations and color wall charts in textbooks as visual teaching AIDS to assist teaching. It is suggested to choose comparison method (list) to highlight the characteristics of various organizations. It is best to draw a conclusion through discussion among students on the basis of students' observation and analysis, in which the teacher only plays the role of guidance and explanation, rather than directly telling students the conclusion. Through learning, students should realize that structure and function are compatible with each other.

< the fourth category >

1. Take the main organs of human body as an example to analyze their composition (recall four tissues) and functions.

Question: (1) How does tissue construct the human body?

(2) Take the heart as an example. What tissue is it made of?

(3) Are the tissues that make up different organs combined in the same way?

The four basic tissues form structures with certain functions-organs with different combinations (such as heart-heart wall is muscle tissue, surface membrane is connective tissue, nerve tissue is distributed in heart wall, and the inner surface of heart is epithelial tissue).

Examples show that different tissues are combined in different ways, and different structures lead to different physiological functions. (For example, the heart is mainly myocardial; The brain is dominated by nerve tissue; Bones are mainly connective tissue. ) lead the students to a conclusion: generally, one or two tissues are dominant in an organ.

2. The concept, types and functions of the system.

Question: (1) How do organs further constitute the human body?

(2) (Showing a wall chart of digestive system) What organs are there? What is the connection between these organs?

(3) What systems does the human body have? What are their functions?

Every organ of the human body has a clear division of labor, and the interconnected organs are closely linked to complete a certain life activity of the human body like a production line (take the digestive system as an example to clarify the concept of "system"). A structure like this, composed of multiple organs in a certain order, can jointly perform one or several physiological functions, which is a system.

The human body has eight systems (based on the existing knowledge of zoology, combined with the pictures in the book, we can understand the names and functions of each system), and we will study them separately in the future.

3. Summarize the structural levels of human body. (Cell → Tissue → Organ → System → Whole)

Looking back at the structure of the human body, what structures are made from micro to macro? How are they connected?

(Use courseware demonstration to help students consolidate their existing knowledge and pave the way for analyzing "the human body is a unity")

4. Discuss why the human body is a unified whole.

Question: People often say that "the human body is a unified whole". Do you agree with this view? Why?

(Prompt to consider both structure and function)

Student activity: Discuss why the human body is a unified whole. (When analyzing the function, students can be arranged to do an activity: ask a student representative to tell his heartbeat and breathing after doing 15 full squats, and analyze the reasons together. You can use multimedia courseware to demonstrate here)

Summary:

From the structural point of view, from the microscopic point of view, all cells of the human body are interconnected by intercellular substances, and from the macroscopic point of view, all systems of the human body are connected by blood vessels (circulatory system) and nerves (nervous system);

Functionally, the eight systems have both division of labor and cooperation, and complete various life activities under the adjustment of nerves and body fluids, so that the human body becomes a unified whole.

Investigation activities

First, learn about some animal tissues.

Q: When we observe human cells, we choose human oral epithelial cells. Can you use other materials to observe and let us know about cells in other tissues?

The embodiment: a small amount of muscle and subcutaneous fragments of small animals (such as toads) are selected to make temporary slices, and muscle tissue and connective tissue are observed; Select the spinal cord of fresh mammals, select a small amount of materials from gray matter, make temporary films, and observe the nerve tissue.

Second, explore the experimental conditions for observing human oral epithelial cells.

Question: When observing human oral epithelial cells, we use 0.9% physiological saline. Change to clean water or 20%

How about normal saline? Please design an experiment to find the answer.

Implementation scheme:

1. Temporary sections of oral epithelial cells were made with clean water, 0.9% normal saline and 20% normal saline, and the cell morphology was observed under three conditions.

2. First use 0.9% physiological saline as temporary tablets. After observing the cells, drop clear water from one side of the cover glass with staining method, and blot the other side. After a period of time, observe whether the cell morphology has changed. In the same way, first use 0.9% normal saline as a temporary tablet, and then use dyeing method to drop 20% normal saline from one side of the cover glass and suck it from the other side. After a period of time, observe whether the cell morphology has changed.