In the actual teaching activities of teaching staff, it is inevitable to prepare lecture notes, which can help improve teachers’ theoretical literacy and ability to control teaching materials.

So the question is, how should we write the course manuscript?

The following is a sample biology textbook that I compiled. I hope it will be helpful to everyone.

Biology Textbook 1 1. Textbook "Transportation Routes of Materials" is the third section of Chapter 2 "Care for the Heart to Ensure Transportation" in the second volume of the seventh grade book published by Hebei Children's Publishing House. This part of the knowledge about the path of blood circulation is the focus of teaching.

It is not only a deepening of the previously learned knowledge about blood, blood vessels, heart, etc., but also the premise and key to learning about breathing, excretion, etc. chapters later.

This part of the content is the knowledge of the content standard "Part 5 - People in the Biosphere" in the "Biology Curriculum Standards". Nutrients absorbed by the human body need to be transported to various tissues and organs of the body through the circulatory system. The nutrients produced by the human body

The waste produced is also excreted from the body through the coordinated activities of the circulatory system, respiratory system, urinary system, etc. Therefore, the content of this chapter plays a role in connecting the knowledge of various parts, and the third section is the focus of this chapter.

2. Establishment of teaching objectives: ●The "Course Objectives" points out: to acquire knowledge about human body structure, function and health care, and to promote healthy physiological and psychological development.

Therefore, I take the following four knowledge points as the knowledge goals of this lesson: 1.

Analyze the pathways of blood circulation; explain the relationship between systemic circulation and pulmonary circulation.

2.

Outline the components and routes of blood circulation.

3.

Describe the concepts of arterial blood, venous blood and the significance of blood circulation.

4.

Explain the relationship between blood, tissue fluid and lymph and the relationship between blood circulation and lymph circulation.

●Ability goals point out that students should initially learn the general methods of scientific inquiry, develop students’ scientific inquiry ability in expression and communication, and develop cooperation abilities.

Therefore, I set the following three points as the ability goals of this lesson: 1.

Improve the ability to express and communicate with each other.

2.

Cultivate students' cooperative and practical abilities in scientific inquiry.

3.

Cultivate students' observation ability and comprehensive analysis ability.

●In order to consistently carry out emotional attitude education during the learning process, establish the emotional goals of this lesson: 1.

Cultivate students' interest in learning biological sciences and experience the fun of exploring knowledge.

2.

Encourage students to find answers through analysis and stimulate students' interest in learning.

3. Establishment of key points and difficulties: Based on the knowledge goals established in this lesson and combined with the actual level and ability of students, the route and meaning of blood circulation and the concepts of arterial blood and venous blood are established as the focus of this lesson.

Enable students to have a profound and correct understanding of blood circulation and its significance.

Education that is eager to learn: The knowledge of blood circulation is relatively abstract. It is difficult to understand the overall process of blood circulation and the relationship between systemic circulation and pulmonary circulation. Therefore, the two are regarded as the difficulties of this section, hoping to enable students to understand that systemic circulation and pulmonary circulation proceed independently.

, merge with the heart to form a complete circulatory pathway.

4. Teaching and learning methods. According to the three-level teaching objectives of this section and the established key points and difficulties, different teaching and learning methods are adopted respectively. For example, the multimedia teaching method can intuitively visualize some abstract problems.

Vivid and easy to understand; the discussion method helps students express their opinions and promotes communication between students and teachers and students; the heuristic teaching method can unleash students' potential for inquiry and learn independently.

The comprehensive use of these teaching methods in teaching can realize students' dominant position in the learning process and stimulate students' interest.

5. Preparation for teaching: 1.

Teacher preparation: The courseware produced presents the blood circulation in an animated way to help students understand and enhance the vividness of the image.

Give each student a copy of the inquiry activity report sheet so that students can draw the path of blood circulation during class.

2.

Student Preparation: Review the structure of the heart, the names of the blood vessels connected to the heart, and the direction of blood flow.

Lay a knowledge base for the study of circulatory pathways and facilitate understanding of the direction of blood flow.

6. Teaching design: (1) Review: (Start the courseware and show the structural diagram of the heart) What are the directions of blood flow in the four chambers of the heart, and what are the blood vessels connected to each chamber?

Reviewing this content will help students successfully complete the study of blood circulation pathways.