Biodiversity and its protection
1. Chapter 9 of the textbook includes two contents: biodiversity protection and environmental protection. Environmental education is a kind of lifelong education, which is the development trend of international and domestic environmental protection situation. These two contents should be consistent. In reality, people's understanding of the former is far less extensive than that of the latter, so it is important and necessary to introduce biodiversity protection. The relationship between biodiversity protection and environmental protection is the relationship between biology and environment, which is the comprehensive application of the knowledge learned in Chapter 8.
Second, the teaching purpose
1. Knowledge objective:
According to the syllabus and course objectives, the content of this course requires understanding the value and protection measures of biodiversity, and understanding the general situation and situation of biodiversity in China. 2. Emotional attitude goal:
① By understanding the three levels of biodiversity and mastering the unified concept of local and whole, we can have a deeper grasp of the concept of biodiversity. ② By analyzing the general situation and situation of biodiversity in China, we can strengthen patriotic feelings, establish a sense of social responsibility for the motherland and establish a complete and scientific awareness of environmental protection.
3. Ability objectives:
By allowing students to collect environmental publicity materials about biodiversity, students can collect and process information, improve their language expression ability and information exchange ability, and cultivate a cooperative attitude.
Iii. Key Points and Difficulties
Focus: ① Value and protection of biodiversity (knowledge focus). This knowledge point is the theoretical basis for establishing scientific environmental awareness. Only by understanding the value of biodiversity can we have a scientific attitude and full enthusiasm to put it into action, and protection measures are the concrete embodiment of our ability to act. ② The general situation and situation of diversity in China (emotional focus). This is the emotional focus of this article. Only by knowing the grim situation facing our country can we enhance students' sense of social responsibility and the source of our motivation to adhere to environmental protection.
Difficulties: the indirect use value of biodiversity. This knowledge point needs to be related to the composition and structure of the ecosystem, the stability of the ecosystem and other knowledge learned in Chapter 8, and it can't be understood by students with specific perceptual materials, so it is listed as a difficulty.
Four: teaching methods and learning methods
Teaching method: I use narrative method in this class, but it is not the traditional injection method, but a combination of visual AIDS (pictures) and discussion method, thus reflecting the dominant position of teachers.
Learning methods: In the whole teaching process, it is more important to let students fully reflect their subjectivity. Let students read-by reading the text, let students learn the ability to collect information and enhance their understanding ability.
Let students talk-discuss and analyze information, let them express it, and cultivate their language expression ability.
Let students think-in the process of discussion, analysis and synthesis, students actively think, get the information they need, and cultivate their ability of induction, comparison and synthesis.
Let students do it-students get practice in collecting publicity materials on biodiversity and cultivate their ability to actually collect information.
Teaching process of verbs (abbreviation of verb)
1. Import:
I used an advertisement to introduce this article. The picture shows a pair of innocent eyes of chimpanzees, and the slogan is "We don't want to live alone on this earth".
2. Theme: Biodiversity and Conservation
Understand the concept of biodiversity from three levels: genes, biological species and ecosystems.
3. Enter the teaching process:
(1) Design Problem Situation: Why Protect Biodiversity?
Students read the text with questions, organize discussions and gain the value of biodiversity. Through this kind of self-study and discussion, students can reflect the key content of this paper-the value of biodiversity.
This can not only enhance students' reading ability, but also improve their ability to analyze and summarize information and communication skills. On this basis, let students explain their own understanding of the indirect value of biodiversity, which is the difficulty of this paper, so as to drive students to recall their understanding of the concept of ecosystem stability and ask them to compare three key points of the use value of biodiversity. Through this student-centered way, let students deal with the problems they face to solve the problems in this paper.
(2) Show information and discuss the problem: biological resources and threats in China.
Show all kinds of beautiful and endangered creatures in China with pictures (video if possible), understand the beauty of nature, understand the status of China's biodiversity in the world, and feel the richness of China's biological resources.
Ask students to express their collected materials (including pictures and data). From these intuitive and emotional materials, they can strongly feel the urgent need to protect biodiversity in China (for example, a large number of Tibetan antelopes were stripped naked and abandoned in the valley, which is shocking! ), which raises a question: how to protect these beautiful creatures?
This discussion includes the following contents: ① What are the threats to biodiversity in China? ② Where do these threats come from? What can we do to eliminate these threats?
Let students get inspiration from life and give examples. (For example, for the problem of alien species invasion, you can give several examples to deepen your understanding. )
Six: homework
Finally, a question remains: What can we do to protect biodiversity in our daily life?
Seven: blackboard design
Chapter IX Protection of Ecological Environment
Section 1 Biodiversity and its Protection
I. The concept of biodiversity
Second, the value of biodiversity.
1, the direct utilization value of biodiversity
2. Indirect use value of biodiversity
3. Potential use value of biodiversity
Three. Overview of biodiversity in China
Characteristics of biodiversity in China
Threats to biodiversity in China
Four. Conservation of biological diversity
Protection in situ and ex situ, strengthening education and legal management.
Sugar in biological cells
The topic of my speech today is sugar in cells. I will explain this lesson from five aspects: teaching materials, students, teaching methods and learning methods, teaching process and blackboard design.
First of all, talk about textbooks.
(1) teaching material analysis
Sugar in cells is the content of the first section of the second chapter of the compulsory course of People's Education Press. In the second and third parts, students learned about protein and nucleic acid in cells. These two biomacromolecules have certain structural levels, namely, elements, basic units, long chains and macromolecules. In this way, we can better understand the differences between monosaccharide, disaccharide and polysaccharide and the macromolecules of polysaccharide, so as to cultivate the learning method of knowledge transfer. Through the classification and comparison of sugar and fat, we can better cultivate the learning method of classification and comparison. After learning this lesson, students have a deeper understanding of the nature of life as a substance, and can understand that sugar is the main energy substance of life activities.
(B) Teaching objectives
1, knowledge target
Master the constituent elements, classification, distribution and function of sugar.
2. Ability objectives
(1) Try autonomous learning.
(2) Try to compare the learning methods of classification and experience the learning methods of knowledge transfer.
(3) Using biological knowledge to solve some practical problems in social life,
3. Emotion, attitude and values.
(1) Cultivate students' independent, exploratory and cooperative learning methods.
(2) Understand the close relationship between biology and daily life. Understand the value of biological science.
(3) Develop a healthy lifestyle and habits.
(3), teaching emphasis and difficulty:
This section focuses on the types and functions of sugar. The first requirement of this section in the curriculum standard is to outline the types and functions of sugars, which belongs to the level of understanding and is closely related to the content of cell metabolism to be studied in the future, so it is determined as the focus.
Teaching difficulties: the types and functions of polysaccharides;
Second, students.
The teaching object of this section is senior one students, who have learned some relevant chemical knowledge in junior high school and have certain experimental ability. All these have laid the foundation for learning the key knowledge in this section, especially the difficult teaching. Moreover, students of this age are curious about exploring the mysteries of cells, and have the ability to analyze problems and obtain information, so it is feasible to implement problem-based teaching.
Third, teaching methods and learning methods:
According to the above analysis of teaching materials and students, this section adopts the following teaching methods and learning methods:
1, teaching method:
1) question inquiry teaching method: create question scenarios and guide students to actively participate in the process of knowledge construction.
2) Intuitive teaching method: Use projection or wall chart to create a vivid and intuitive teaching atmosphere.
2, study law:
Conversation, comparative analysis, heuristic discussion, etc. Guide students to think about a series of problems, make them actively participate in teaching, and cultivate students' ability to observe, compare and summarize while acquiring knowledge.
Fourth, talk about the teaching process
Link 1: Introduce a new lesson:
First of all, review the knowledge about nucleic acid in the previous section and make it easy to connect with the newly taught content. Introduce sugar learning with scenarios and discussion questions provided by problem discussion.
Link 2: Sugar in cells:
As the key content of this section, it is divided into three steps:
1, the teacher led the students to learn the composition elements, classification and distribution of sugar, and introduced the types of hard polysaccharides with examples to give students an intuitive understanding.
2. Complete the classification and distribution table of sugar to further understand the classification and distribution of sugar; In the distinction between monosaccharide, disaccharide and polysaccharide, students will realize the different structure of each polysaccharide and the formation and hydrolysis of polysaccharide.
3. Through the application of sugar, we can understand the importance of sugar in life activities and have a more three-dimensional understanding of sugar. Through examples, students have a deep understanding of the storage function of starch and glycogen in polysaccharides and their transformation.
Link 3: Consolidation exercise:
The exercises in the textbook after class will give you a comprehensive and accurate grasp of the knowledge points in this section.
Five, say blackboard writing design
This blackboard book tries to convey the teaching content to students comprehensively and concisely, clearly and intuitively. Finally, the content of this lesson is summarized in the form of a table, which is convenient for students to understand and remember and sort out the context of the article.
Above, I explained this lesson from five aspects: teaching materials, students' teaching methods, teaching process and blackboard design. My speech is over. Thank you, teachers and students
biological property
First of all, talk about textbooks.
1, the position and function of teaching materials
The lesson "Characteristics of Biology" is the opening content of this set of textbooks, which explains what biology is and what its characteristics are, thus pointing out the research object for this subject. The content of this section is presented from the students' life experience and cognitive level, which avoids the disadvantages from theory to theory, thus calling for great changes in teachers' teaching methods and students' learning methods. It can be seen that the content of this section occupies an important position in the textbook.
2. Teaching objectives
According to the content of the textbook and the students' reality, I have set the following teaching objectives:
Knowledge objective: (1) Observe living things and nonliving things and compare their differences.
(2) Students can give examples to illustrate the * * * characteristics of biology.
Ability goal: to cultivate students' observation ability, divergent thinking ability, problem analysis ability and language expression ability. Cultivate students' independence, cooperation and inquiry ability.
Emotional goal: enhance students' feelings of loving nature, protecting nature, loving life and cherishing life.
3. Teaching focus
(1) Students can give examples to illustrate the * * * same characteristics of living things.
(2) Enhance the feelings of loving nature and cherishing life.
4. Teaching difficulties
The cultivation of students' autonomous, inquiry and cooperative learning ability, and the organization of students' discussion
Second, the analysis of learning situation
The teaching object of this section is immature and curious first-year students. They don't know what biology is yet. Although they have some basic knowledge of natural courses in primary schools, they only have a vague understanding of the characteristics of biology, and their ability to learn independently, explore and cooperate is not strong.
Third, talk about teaching methods.
According to the teaching content of this class and the students' reality, the teaching method I adopt is discussion and inquiry. Take familiar things in students' life as teaching AIDS, fully doubt, arouse students' positive thinking, guide students to know about biology, stimulate students to actively explore the characteristics of biology, and cultivate students' learning ability by paying attention to students' autonomy, inquiry and cooperative learning.
Fourth, talk about learning methods.
Students study independently, explore and cooperate with the small master as the unit.
Five, said the preparation before class
1, teacher preparation: At present, multimedia-assisted teaching has not been used in our school. Based on this actual situation, I have prepared a large number of biological and non-biological items and some pictures as teaching AIDS.
2, student preparation: students prepare physical objects, such as mushrooms, mimosa, ladybugs, water bottles and so on.
Sixth, talk about the teaching process.
1, group competition to stimulate interest and introduce new lessons.
At the beginning of the class, we will have a group competition first. Before class, the teacher put the items prepared by the teacher and the students together, and let each group divide them into biological and non-biological categories and write them on a piece of paper to see which group is correct, and then sort them. This method of introducing new courses captures the competitive psychology of junior one students, which not only stimulates their interest in learning, but also increases their sense of competition and improves their autonomous and cooperative learning ability.
2. Fully question the analysis and discussion, and speak freely.
From the above competition, it is logical to put forward the key issues to be discussed in this class (1). How to distinguish between living things and nonliving things? (2) What are the common characteristics of living things?
Then discuss in groups, and then communicate with the whole class after the discussion, so that all students have the opportunity to express their opinions. This not only helps to solve problems, but also enables students at different levels to get exercise, which truly embodies the purpose of the new curriculum standard for all students. Through this process, teachers collect students' correct views and correct students' wrong views, so that the characteristics of biology are gradually clear in students' minds, which is conducive to the smooth progress of the next teaching.
3. For example, discuss how to break through the difficulties.
Through the following teaching process, students can further understand the similarities and differences of biology, cultivate and improve students' autonomous, cooperative and inquiry learning ability, thus breaking through the difficulties in this section.
(1) Group discussion: Why do people eat? Do animals have to eat? Do plants also eat? What do they eat? What does all this mean?
As soon as the question came out, the students suddenly became active and expressed their views one after another, and some of them were flushed. This not only mobilizes students' enthusiasm, but also cultivates students' learning ability of independent inquiry, so that students can acquire knowledge in a relaxed and pleasant atmosphere. Finally, under the teacher's proper explanation, each group reached an understanding and concluded that biological life needs nutrition.
(2) Group discussion: Why do people urinate? Do animals have to excrete wastes from their bodies? What other ways do animals excrete waste? How do plants discharge waste? What does this mean for all living things?
Through the discussion of the students, it is finally concluded that all living things should eliminate the waste in their bodies.
(3) Small game and discussion: What happens if a group member shakes something in front of his eyes? Or try to hit him on the head with something, what will happen to him? Why is this happening? Do plants respond to stimuli? How to prove your statement?
There are few reasons why students can explain these phenomena, especially there are few cases in which plants have obvious responses to stimuli. At this time, the teacher can make an appropriate explanation and draw a conclusion. More questions are left to students as questions to stimulate their desire to continue learning and exploring. Finally, it is concluded that organisms can respond to stimuli.
(4) Small Competition:
Give examples to illustrate the ways of biological reproduction and see which group reproduces more. Who can tell what organisms are made of? Can all living things grow up from childhood?
Let students answer these questions according to their existing knowledge and life experience, and compare who has rich knowledge and who has made great contribution to the group. This inspires students to study harder at ordinary times, and only in the future can they hope to surpass others. "The art of education is not to impart knowledge, but to awaken, inspire and inspire." When students are enthusiastic, students conclude that all living things can grow and reproduce, and all living things are composed of cells except viruses. Students don't know what cells are like, so they have doubts and set the stage for future study.
(5) Students discuss:
The kitten falls into the water and will drown if it doesn't come out for a long time. What was the cause of death? Do plants have to breathe, too? What conclusion do you draw from this?
Through analysis and discussion, let the students tell other students what they know. Through expression and communication to solve practical problems, it is concluded that organisms can breathe, and most organisms need to inhale oxygen and exhale carbon dioxide.
Because students have limited knowledge, they only need to know what breathing is, but they can't explore breathing in depth.
4. Summary and extension after class
Through the above study, let the students sum up the characteristics of biology, and the teacher writes it on the blackboard.
At the same time, remind students that we know what biology is through this lesson. If you have any different opinions on the characteristics of biology proposed in the textbook and need to supplement and suggest, you can further observe biology after class and consult relevant materials.
5. Classroom exercises
Give different examples between groups, ask each other whether it is biological or abiotic, and the teacher will judge.
Seven, say blackboard writing design
The design of blackboard writing presents six characteristics of biology.
The first section biological characteristics
1, biological life needs nutrition
2. Living things can breathe.
3. Biological waste can be excreted.
4. Organisms can respond to external stimuli.
5. Growth and reproduction of biological energy
6. All living things are made up of cells except viruses.