1. Model essay on junior high school biology teaching plan
I. Teaching objectives: (1) Knowledge objectives:
1. The effects of different concentrations of alcohol on the heart rate of Daphnia were studied through experiments.
2. Understand the taxonomic status, living environment and structural characteristics of Daphnia;
3. Master the general principles of experimental design;
(2) Ability objectives:
1. Cultivate students' ability to design simple experiments;
2. Cultivate students' operational skills and inquiry ability through experiments;
3. Cultivate students' ability to analyze and process experimental data through experiments;
(3) Emotion, attitude and values:
1. Through experiments, we realized the harm of alcoholism to human body;
2. Know how to choose a healthy lifestyle;
Second, the teaching philosophy:
In the teaching design, I always emphasize the "STS" educational thought, carry out the new curriculum educational concept, and embody the subjectivity of students' learning as much as possible. Teachers only play the role of "threading the needle" in this process. Specific practices are as follows:
1. Follow the general principles of inquiry learning and guide students to advance in exploration:/
The experimental scheme guides the experiment and affects the experimental results. Therefore, in the teaching process, we should pay attention to the design of experimental scheme. In order to give full play to students' learning initiative and cultivate students' sense of division of labor and cooperation, students are divided into groups, the group leaders are selected, the experimental schemes of this group are discussed in groups, and then the groups evaluate each other. Under the guidance of the teacher, a perfect and feasible experimental scheme was finally designed. In this way, the students' dominant position has been fully reflected, and the exploration goal has been gradually realized.
2. Pay attention to cultivating students' ability to process and analyze experimental data;
During the experiment, students should be guided to reduce the experimental error by averaging multiple groups of experimental data, and the experimental data should be processed by drawing points and connecting lines in the plane rectangular coordinate system, and the experimental results should be analyzed to cultivate students' biological science literacy.
3. Cultivate students' scientific and rigorous learning attitude and establish correct emotions, attitudes and values;
During the experiment, teachers give full play to their guiding role and cultivate students' scientific and rigorous learning attitude. For example, the principles that must be followed when designing the experimental scheme can solve the problems of high heart rate (200-300 beats/min), difficult counting and easy error.
After the experiment, guide students to know the harm of alcoholism to human health in time, and make students' understanding of things rise from perceptual stage to rational stage.
Third, the teaching process:
(1) Introduction: It is often said that excessive drinking is harmful to health. Is there any scientific basis for this statement?
The introduction of "Cut to the chase" embodies the concept of paying attention to society and putting people first.
(2) Design and improve the experimental scheme:
When students discuss the experimental scheme, teachers give a little guidance, give full play to students' independent consciousness, let students speak freely, stimulate students' interest in inquiry, and cultivate students' ability to design simple experimental schemes.
Improve the experimental scheme, interact with teachers and students, emphasize the univariate and setting control principles that must be followed in designing experiments, reflect the rigor of scientific experiments and cultivate students' scientific literacy.
(3) Implement the experimental scheme:
Selecting experimental materials to create a "material supermarket" allows students to take materials according to their own designs, which fully reflects the autonomy of students in carrying out experiments.
The stage of implementing the experimental scheme: pay attention to the details of the experiment and strive to make the experiment more scientific and accurate.
① Use concave glass slides to ensure that alcohol can fully affect Daphnia;
② In view of the problem that the heart rate of Daphnia is too fast for students to count accurately, let students use their brains and discuss. Finally, the students themselves put forward a more accurate "point counting method", which greatly improved the accuracy of heart rate counting of Daphnia.
(4) collation and analysis of experimental data:
Students report experimental data in groups, interact with teachers and students, and analyze experimental errors with * * * *. At the same time, in view of the large amount of data, it is difficult to draw conclusions directly, guide students to draw line charts, simplify the complex and cultivate students' ability to solve problems.
(5) Draw the experimental conclusion:
Guide students to analyze and summarize, and draw accurate and scientific experimental conclusions.
Fourth, teaching reflection:
There are still many shortcomings in this class. For example, the language is relatively dull and not soft enough; Teachers have a strong sense of leadership in students' discussion, which inhibits students' learning autonomy to some extent.
In a word, my experimental class is just an attempt to explore experimental teaching. Please give me your suggestions and criticisms.
2. Junior high school biology teaching plan model essay
Teaching objective: 1. Learn the general methods of scientific observation, and understand the basic characteristics of biology through observation, comparison and analysis.
2. By organizing students to participate in various teaching activities, gradually cultivate students' ability to observe, express orally, analyze and solve problems.
3. Pay attention to cultivating students' cooperative spirit in teaching activities. Make students become people who can accurately express their opinions and listen to others' opinions with an open mind.
Teaching emphases and difficulties:
1. It is the focus of this teaching to guide students to observe the phenomenon of life activities and obtain the basic characteristics of biology.
2. The analysis and classification of some biological special physiological phenomena is the difficulty of this teaching.
Preparation before class:
1. Living organisms such as: potted plants 1-2 species;
2. 1-2 animal specimens;
3. Coral; Small robot; Related slides, etc.
Instructional design:
Teaching process design
Introduction: Show potted plants and a small robot, and explain their fundamental differences.
Potted plants are creatures. Explain that there is a difference between living things and non-living things. Living things have the essential characteristics of distinguishing non-living things.
Guide students to explain the characteristics of biology according to the pictures and written materials provided in the book and combined with the existing biological knowledge. Students discuss topics in groups (if there are many students, you can discuss a topic in two groups). The group chooses the leader, recorder and spokesman. After the group discussion, you can study and discuss the problems of other groups. After each group is finished, each group sends representatives to report to the class. Finally, students in this group can be arranged to make supplementary speeches, and then other students in this group can make supplementary speeches (teachers can not only organize students' activities, but also participate in their discussions and research as a member of the students).
The following is the general content of the discussion:
1. Biology needs nutrition.
(1) Plants can produce organic matter by themselves through photosynthesis to provide food for animals;
(2) Parasitic plants obtain organic matter from other organisms. Such as pitcher plants, dodder seeds, cannibal trees and the like. ;
(3) Animals get ready-made organic matter from the natural environment. For example, cats catch mice to eat; Frogs catch insects to eat; Dogs eat meat; Sheep eat grass and so on.
(4) Bacteria and fungi. Decompose organic matter, such as the dead bodies and feces of dead wood animals. The survival of any living thing needs nutrition.
2. Living things need to breathe
(1) The energy required for photosynthesis of plants is provided by respiration, and the energy required for various physiological activities of plants is provided by respiration.
(2) From birth to the last moment of life, what people can't stop is breathing. Adult respiratory rate is 16- 18/ min.
(3) Fish live in water and need a lot of filtered water to get oxygen from the water.
(4) Whales come out to breathe every 15-20 minutes.
(5) Aquatic reptiles have a structure specially adapted to gas exchange in water. For example, the tortoise's lungs can store air, and its cloaca has an anal sac rich in blood vessels, so it can breathe in water. Soft-shelled turtle has mucous membrane in its throat, forming a villous protuberance with abundant capillaries on it, through which gas in water can enter, but it can't come out in water 10 hour.
(6) Aquatic plants have airways, such as lotus root stems; The stem of rice is hollow and can breathe.
3. Organisms can reproduce offspring.
(1) Many plants can produce seeds. Reproduce offspring from seeds.
(2) Some plants can produce seedlings, such as sweet potatoes and strawberries; Wheat and rice can tiller;
(3) Sweet potatoes and potatoes can germinate.
(4) Algae, mosses and ferns can all produce spores, which can be used to breed offspring.
(5) Bacteria, paramecium and other organisms produce new individuals through cleavage.
Many animals reproduce their offspring by giving birth.
4. Organisms can respond to external stimuli.
(1) Plants will wither without water; Too much water will lead to waterlogging.
(2) It is not good to grow without fertilization; Excessive fertilization will burn seedlings.
(3) Mimosa will respond to external stimuli; Insect-catching plants have a special insect-catching function.
(4) Plants have phototropism, hydrotropism and fertility.
(5) Animals will catch food to escape from their enemies.
5. Bioenergy can excrete the wastes produced in the body.
(1) Plants can take away a part of waste through fallen leaves.
(2) People can excrete waste by sweating, exhaling and urinating.
6. Bioenergy can grow.
(1) A plant can grow from a seed into a towering tree.
(2) Birds hatch from eggs and grow into big birds. Children can grow into adults. wait for
7. Living things get sick, get old and die.
(1) Plants grow old and die, and plants get sick.
(2) Animals live and die, and animals are sick.
8. Except viruses, all living things are made up of cells, which are the basic units of biological structure and function, and so on.
3. Junior high school biology teaching plan model essay
I. Teaching objectives (I. Cognitive objectives
1. Understand the external morphology, structure and physiological characteristics of snakes to adapt to their living habits.
2. Learn about other reptiles.
3. Master the main characteristics of reptiles.
4. Understand the difference between poisonous snakes and non-poisonous snakes.
Skill goal
1. Cultivate students' analytical ability by observing and analyzing reptiles.
2. Cultivate students' inductive ability by summarizing the characteristics of reptiles.
(3) Emotional goals
1. By learning the characteristics of reptiles adapting to land life, cultivate students to establish the view that creatures adapt to the environment.
2. Through the introduction of rare reptiles, improve students' awareness of protecting animals.
Second, the teaching focus and difficulties
1. teaching focus: the main characteristics of reptiles adapting to terrestrial life.
2. Teaching difficulties: summarize the main characteristics of reptiles.
Third, teaching preparation.
Wall charts or objects of snakes, turtles and turtles, soaked specimens of snakes, models of Chinese alligators (with videos of snakes crawling and eggs hatching small snakes).
Fourth, the teaching process
Amphibians have begun to adapt to land life, but because of the characteristics of reproduction and development, they have not completely got rid of the water environment, so they are not real land animals.
Show the soaked snake specimens and tell the students that reptiles represented by snakes are real terrestrial animals. Today, we take snakes as the representative to discuss why reptiles are real terrestrial animals.
(1) snake
1. Observation record
Show the specimen of snake, play the video of snake crawling and egg hatching, and record the observation results in the table.
External characteristics: scales on the body, various patterns, forked tongue, thin at both ends, thick in the middle, and a knot in the abdomen.
Walking characteristics: the body clings to the ground, crawling zigzag, and sticking out the forked tongue from time to time when climbing.
What other interesting things do you know? Snakes lay eggs, that is, they lay eggs, and some are viviparous; Pythons can tie people to death; Snakes eat frogs, voles and other small animals; Snakes are afraid of being hurt, and often live in hidden places such as stone piles and grass. Snake meat is delicious.
Guide the discussion
Discuss the following questions. The snake's body is covered with horny scales. Is it related to land life? What does a snake breathe? What's outside the snake egg? Is it related to land life? Are snakes afraid of cold? How does it spend the winter? The teacher raised questions related to the teaching concept, which aroused students' further exploration of the results just observed.
3. Teachers and students * * * together.
① Keratinous scales can prevent the evaporation of water in the body and play a protective role.
Snakes breathe with their lungs all their lives.
③ Snakes lay eggs, which are protected by tough eggshells and adapt to the complex and changeable land environment.
Snakes get warmer, so they hibernate in winter.
(2) turtles, soft-shelled turtles and crocodiles
A wall chart or physical object showing turtles and crocodiles. Let the students observe their appearance and communicate with each other. They realize that their bodies are divided into five parts: head, neck, trunk, limbs and tail. Their bodies are covered with horny scales or nails, and they all use their lungs to breathe and lay eggs. This paper introduces the rare reptile alligator, which is a special product of China. In order to make the Chinese alligator multiply and develop, many effective measures have been taken and achieved success. Finally, the main characteristics of reptiles are summarized.
(3) The main characteristics of reptiles
The body is generally divided into five parts: neck, trunk, limbs and tail. The body surface is covered with horny scales or nails, which can prevent the evaporation of water in the body and play a protective role. Most of them live on land by breathing with their lungs, and their larvae develop completely out of the water environment and become real terrestrial animals.
(4) poisonous snakes and non-poisonous snakes
A wall chart or projection showing poisonous snakes and non-poisonous snakes, focusing on observing and recording the appearance characteristics.
Viper, non-viper
Appearance characteristics: the head is triangular, the body is thick and short, and the tail process is thin. The head is oval, the body is long, and the tail gradually tapers.
Other features: toxic teeth and glands, non-toxic teeth and glands.
Guide the students to compare their characteristics and draw the conclusion that having non-toxic teeth and poisonous glands is the essential difference between poisonous snakes and non-poisonous snakes.
Discussion: What should I do after being bitten by a poisonous snake?
Students read the textbook, express their opinions in combination with their usual life experience, and teachers supplement them appropriately. Students know this knowledge, which is conducive to their own protection.
Briefly introduce the breeding of poisonous snakes, so that students can realize the close relationship between animals and humans.
The teacher's brief summary.
4. Model essay on junior high school biology teaching plan
I. Teaching Objectives ① Observe living things and abiotic things and compare their differences.
② Students can give examples to illustrate the * * * same characteristics of biology.
③ Cultivate students' abilities of observation, divergent thinking, problem analysis and expression.
④ Enhance the feelings of loving and protecting nature, and love and cherish life more.
Second, difficulties and key points
Key points:
① Students can give examples to illustrate the * * * same characteristics of biology.
② Enhance the emotion of loving and protecting nature.
Difficulties: cultivate students' divergent thinking ability, observation ability and problem analysis ability.
Third, preparation before class
Teacher:
① Teachers make multimedia courseware and prepare objects and pictures.
(2) The teacher prepares a wall chart related to the course.
Students: ① Students observe the living environment and distinguish between living things and non-living things.
Fourthly, teaching design.
1, what is a creature?
Observe the colorful natural wall chart and tell the living and non-living things in it. Or visit nature on the spot. Rural schools suitable for small and large classes need to be carried out in groups. )
Step 2 ask questions:
"Please tell me which objects in the picture are biological and which are abiotic" (pay attention to encouraging poor students to participate)
Show a wall chart to inspire students to find out the biological and non-biological things in the picture (schools with unconditional multimedia teaching can adopt this method)
Teachers organize students to distinguish between living things and non-living things in nature.
3, biological characteristics:
Physical comparison, after analyzing some biological characteristics of birds, students compare their own creatures with birds, saying that these creatures have the same characteristics as birds, and learn from each other to get the same characteristics of creatures.
Observe the illustrations in the book and tell the ongoing life activities of various creatures. Then, students will be divided into groups, taking themselves as an example to discuss whether people also have the biological characteristics described in the book, and choose representatives. For example, each group can debate on different points of view, so that everyone can realize the similarities and differences of biology.
Brainstorm, mobilize thinking potential, students observe some biological pictures or multimedia courseware, combine their usual biological knowledge, cooperate and complement each other, search information from memory, and tell other characteristics of biology. For example, all living things except viruses are made up of cells; Living things have a certain life span, etc.
Inspire students to compare the similarities and differences of organisms by comparison, and explain to students that different organisms have different ways to carry out various life activities (such as different ways of animal and plant reproduction).
Guide the students to observe the wall chart carefully and read the text. Ask a question: "What is your biological characteristic?" For some biological characteristics that are not easy to observe, teachers can remind students to help analyze them.
4. Consolidation exercises:
Play stalactites, corals and corals with multimedia. Students discuss which one is biology and explain the reasons.
Find students who have observed corals and describe the relationship between corals and polyps. After discussion, we can get the answer.
5. Model essay on junior high school biology teaching plan
Teaching material analysis: This lesson is the first lesson of the experiment class. The textbook of this course meets the requirements of the curriculum standard. In the arrangement of teaching materials, the text is beautiful and flowing; Advanced scientific knowledge and many beautiful pictures were inserted, and many questions about advanced biological science and technology were raised, which set suspense and effectively stimulated students' enthusiasm for learning biology.
Teaching objectives:
The teaching objectives of this section are mainly emotion, attitude and values (80%), reflecting thinking and expression ability accounts for 15%, and knowledge accounts for 5%.
Course preparation:
1. Understand the basic situation of freshmen.
2. Collect frontier and advanced scientific and technological information of biology, such as pictures and CDs, such as DNA detection technology, artificial intelligence, gene chips and pictures and CDs of biology-related issues of current social concern.
3. Tapes (such as Morning on Campus).
Class arrangement:
1 class hour
Teaching process:
Guide: Play a beautiful piano music (or other tapes such as Morning on Campus) to let students enter the situation, feel a harmonious, relaxed and pleasant classroom atmosphere, shorten the emotional distance between teachers and students, and try to embody the democratic and equal teacher-student relationship.
Let the students read the full text in beautiful music.
Second, grouping: select the group leader (organizing teaching: formulating classroom discipline rules and evaluation regulations) for group discussion, then take notes and discuss the content in groups.
1. What methods are used to solve the problem of school garbage (especially food packaging bags, fast food boxes, etc. )? Analyze the reasons.
2. What's the difference between the trunk around the school canteen and that in other areas? Why?
The number of sparrows on campus has increased compared with previous years. Why?
4. What did the floods this summer show?
5. Pay attention to yourself: some students are healthy and strong, while others are thin. Do you know why? Can you answer briefly how you grew up? Do you want to grow and develop on the original basis? Smarter?
6. How do you know about cloning and transgene? Do you think it's weird?
Third, the whole class will discuss in groups.
Fourthly, teachers make supplements, corrections and summaries, and make positive comments on students' performance.
Because it is the first class, students will complete different discussion projects in groups for the first time, and then express and communicate. Therefore, whether right or wrong, we should first give full encouragement, distinguish right from wrong through communication, and let students keep positive thinking and positive speech. Otherwise, the enthusiasm of participation will be easily hit, which will affect future teaching.
5. Teachers and students recite the first and second paragraphs of the text "To classmates" together, appreciate these two paragraphs, improve their literary literacy, and discuss: Can life be divorced from biology?
6. Inspired by the teacher, who can tell us other aspects of biology besides the problems just discussed by reading newspapers, watching TV, reading books, listening to the radio or looking up information on the Internet? (Finally, the teacher added)
Seven. Conclusion:
Students, 2 1 century is the century of biology. As a modern citizen in the 2 1 century, should we know this knowledge? Should we have the method and ability to acquire knowledge? Autonomy, cooperation and inquiry have become the learning methods in the new era. The world of life is really wonderful, and the world of biology is really wonderful. Let's decipher the code of life together!