"On the Origin of Species" Introduction Teaching Design 1

Teaching objectives:

1. Understand the main content of the text and screen Darwin's main views on the origin of species.

2. Continue to train and improve your ability to screen the main points of articles, key words, and key sentences.

3. Learn from Darwin’s scientific attitude of adhering to truth, cherishing objective facts, being modest, prudent, serious, in-depth and meticulous, and the spirit of perseverance and hard work.

Important and difficult points in teaching:

Grasp the overall picture, clarify ideas, select main ideas and select key sentences

Class schedule:

II Class Hours

Preview before class:

Ask students to search for relevant information about Darwin and his "Origin of Species" after class, summarize and organize them, and answer the following two questions:

1. What kind of person was Darwin?

2. What kind of book is "The Origin of Species"?

Teaching process:

The first lesson

1. Introduction of new lessons

? Natural selection, survival of the fittest? This is a famous saying by Darwin, the founder of the theory of evolution, in his book "The Origin of Species" . As a new generation across the century, do you know Darwin? Do you know the views expounded in "The Origin of Species"? So, today we will open the door to Darwin's theory of evolution together.

2. Problem Solving

1. Analyze the introduction and preface.

The introduction is a style used to explain the writing process, publication intention, writing style, data sources and author status of the work. Generally placed at the front of the book, the purpose is to let readers understand the gist of the book and guide them to better understand the content of the book. He and the author of the work must be the same person and the contents of the two must be related, but the preface does not need to make such a requirement.

2. About "On the Origin of Species"

"On the Origin of Species" (full name: "On the Origin of Species" written by the outstanding British biologist Darwin (full name: "Survival of the Fittest According to Natural Selection or in the Struggle for Life") The Origin of Species) was published on November 24, 1859. This is an epoch-making scientific masterpiece. This work criticized the errors of creationism and clarified the idea of ??evolution.

3. Check the preview status

1. Check the word mastery, see "Three-dimensional Design".

2. Students will introduce the author and writing background, and the teacher will affirm, correct and supplement Darwin’s scientific deeds according to the situation.

Darwin’s theory is a theory of general laws of historical development of the biological world. The book "On the Origin of Species" written by the British naturalist Darwin laid the scientific foundation and later demonstrated and developed the achievements in biology. Darwin collected a large amount of scientific information on the evolution and development of animals and plants through global surveys, and pointed out that the dominant force in biological evolution is natural selection, which is the process of the combined effects of three factors: heredity, variation and selection. It is believed that the subtle uncertain mutations that occur in organisms, through generations of selection, allow the fittest to survive, and gradually accumulate beneficial mutations to develop into new species. Those that are not suitable for the external environmental conditions will be eliminated. He summarized the experimental results of using artificial selection methods to obtain new varieties of livestock and crops, and further demonstrated the theory of natural selection. Darwin's theory is a great achievement in human understanding of the biological world. It dealt a heavy blow to metaphysics, divine creationism and the theory of species immutability, and played a huge role in promoting the progress of modern biological research. Marx and Engels spoke highly of Darwin's theory.

4. Study the text

1. Guide students to read through the full text and annotations.

(1) Students read the text quickly, find words that they have difficulty understanding, and use reference books to solve them on their own first.

(2) Figure out the structure of the article and summarize the meaning of the paragraph in concise language;

2. Draw the key sentences of each natural paragraph.

Explanation: How to understand the key sentences of the article

(1) Understand that the key sentences can highlight the main idea of ??the article.

(2) From the content point of view, the central sentence is the key sentence, which is a sentence that focuses on revealing the characteristics of the object or pointing out the main principles.

(3) From a structural point of view, general sentences, concluding sentences and important transitional sentences are key sentences. General sentences and transitional sentences can show the advancement of the article content, and concluding sentences can summarize the basic content of the article.

(4) Judging from the frequency of occurrence, repeated sentences are key sentences, which can express the content that needs to be emphasized. 2. Clarify the structure of the article and summarize the meaning of the paragraph in concise language.

The process of organizing into a book (1)

Part One: The reason why the writing was published in advance (2)

(1?4) A book? Or an abstract The nature of the Creationism, while clarifying the basic ideas of his theory of evolution.

3. Screen out the central sentence that can summarize the main idea of ??the first paragraph.

Clearly: The reason why I explain this is to show that I do not jump to conclusions lightly. ?

Summary: The main content of the first paragraph is the "process of compiling it into a book", which reflects Darwin's scientific spirit of hard work.

4. Why did Darwin publish "On the Origin of Species" in advance?

The two reasons that prompted Darwin to publish "On the Origin of Species" in advance were: First, although the research work was almost completed. But it will take more time to complete it, and I gradually feel exhausted (subjectively); secondly, because Wallace has reached almost the same conclusion as Darwin through independent research

Darwin could not bear to endure more than 20 years of Hard work is in vain (objective aspect).

Summary: The main content of the second paragraph is:?The reason for publishing in advance?. It shows Darwin’s spirit of seeking truth from facts.

5. What is the theme sentence of the third paragraph?

Clear: This book is still an abstract and may not be complete. (The reason for the simplification of the content)

The author also mentioned that the intrusion of errors is still inevitable. What is mentioned in this book is just the general conclusion I got. From these The author's humble and cautious attitude can be seen in the sentence.

5. Class summary

6. Assignment of homework

Complete "Three-dimensional Design"

Second lesson

Teaching process:

1. Check the review situation.

2. Read verses 5-9 and find the key sentences in each paragraph.

Tips: How to recognize the key sentences of an article?

1. Sentences that prominently reflect the purpose of the article, indicate the idea of ??the article, and show the structural characteristics of the article are key sentences.

2. From the content point of view, the central sentence is the key sentence. It is a sentence that focuses on revealing the characteristics of the object or pointing out the main facts.

3. From a structural point of view, the general sentence, summary sentence and important transitional sentences are key sentences. General sentences and transitional sentences can show the advancement of the article content, and concluding sentences can summarize the basic content of the article.

4. Judging from the frequency of occurrence, repeated sentences are key sentences. They can express the content that needs to be emphasized and also show the context level. .

3. Study the text.

1. The key sentence in paragraph 5 is -----------?

Clearly: species of organisms, like varieties, are derived from other species in the past. evolved rather than created separately.

2. How did the author infer this conclusion?

Clearly: the relationship between organisms, the relationship between their embryos, the geographical distribution and the geological period Consider the emerging procedures and other facts

The relationship between living things: living things can be divided into six levels: phylum, class, order, family, genus and species, the same level, the upper level and the lower level There are many similarities between them. For example: peach blossoms and plum blossoms both belong to the Rosaceae family, domestic cats and Siberian tigers both belong to the Felidae family, and humans and golden monkeys both belong to the order of primates.

Relationship between biological embryos: The early embryos of humans, chickens, pigs, frogs, turtles, fish, etc. are very similar, which shows that they have the same ancestor.

Geographical distribution: In generally similar climates, such as South America, Africa, and Australia, they are all located in the southern hemisphere and have tropical and temperate climates. However, the biological types are very different from each other, or in some areas, For example, the climate conditions in Africa (or South America) are very different, but the biological types there are similar to each other.

The geological relationship between existing organisms and paleontology: The geology of paleontology divides the history of the earth into the Archean Era, the Proterozoic Era, the Paleozoic Era, the Mesozoic Era, and the Cenozoic Era according to the order in which the strata were formed. In the strata formed earlier, the organisms are simpler and lower, etc.; in the strata formed later, the organisms are more complex and advanced, etc. This proves that the existing creatures on the earth are not created by gods, but evolved step by step from the simplest creatures.

3. What is the difference between his views and those of other naturalists?

Clearly: General naturalists often regard the external environment, such as climate, food, etc., as the only possible cause of variation. .

4. What is the author’s attitude towards his conclusion?

Clearly: It is still unsatisfactory. ?

5. What kind of spirit does this show that the author has?

Clear: Never be rash and strive for excellence in scientific research.

6. (1) Analysis multiple-choice question. In paragraph 5, the author uses woodpeckers and mistletoe as examples to prove which of the following views?

① Species of living things Like variants, they evolve from other previous species rather than being created separately.

② It is unreasonable for ordinary naturalists to often regard the external environment as the only possible cause of variation.

③If you want to understand the causes and methods of biological variation and mutual adaptation, you cannot rely on one condition alone.

Clear: It is to prove the ③ view. Because there is a clear difference between the author's analysis of these two examples. For the example of the woodpecker. The author said that it is unreasonable to attribute it solely to external conditions. As for the example of mistletoe, the author said that it is unreasonable to explain it solely by the influence of the external environment or plant habits, or the tendency of the plant itself. The influence of plant habits and the tendency of plants do not belong to external conditions (i.e. external environment), so item 2 can be excluded; for item 1, students only need to grasp the main points of the two examples given by the author. If you want to deny incorrect practices, you can eliminate them.

(2) What is the purpose of the last two sentences of this paragraph?

Clear: These two sentences give two examples to deny the views of ordinary naturalists.

7. What is Darwin’s main view on the origin of species?

Clear: Species A evolved from other previous species, rather than being created separately. BNatural selection is the most important condition for the generation of species.

4. Reading training for expository texts on science and technology (supplement).

5. Class summary.

This introduction mainly explains the writing process of "The Origin of Species" and some of the author's basic views on the origin of species. The language of the article is precise and rigorous. It fully demonstrates Darwin's prudent scientific attitude.

6. Assign homework.

Complete "3D Design".

Blackboard writing design:

The process of organizing into a book (1)

Part 1: The reason why the writing was published in advance (2)

(1?4) Is this a book? Or is it an abstract? (3)

Acknowledgments to naturalists who have provided help (4)

Part II (5--9) Introduce the main content of "The Origin of Species", criticize creationism, and clarify the basic views of his theory of evolution. "The Origin of Species" Introduction Teaching Design 2

Teaching purposes

1. Be able to identify and filter important information and materials.

2. Be able to grasp the key sentences in the article, and then comprehensively understand the structural level of the article and the author's views and attitudes.

Key points and difficulties in teaching

1. Key points: Master the methods of screening information and grasping it as a whole.

2. Difficulty: How to improve students’ interest in reading explanatory texts.

Teaching ideas

1. Point-and-point guidance, through pointing out difficult points, arouse students' interest in reading.

2. Combining lectures and exercises to improve the operability of text reading through exercises.

Teaching methods

It is planned to use multimedia teaching methods to expand the capacity of the classroom.

Number of teaching hours

2 class hours

Teaching steps:

First class hour

1. Introduction design .

Everyone must still remember that in Engels's "Speech at Marx's Tomb", he compared Darwin's discovery of the development laws of the organic world with Marx's discovery of the development laws of human history. More than a hundred years ago, Darwin's ideas changed people's view of the world. For more than a hundred years, this idea has influenced generations of people. As a new generation across the century, do you know Darwin? Do you know the theory of evolution? Today we will open the door to Darwin's theory of evolution together

2. Solve the problem.

1. Blackboard writing topic

Analyze whether the punctuation of the following sentences is correct or not.

(1) We study "Introduction to the Origin of Species".

(2) We study the introduction to "The Origin of Species".

(3) We study "Introduction to The Origin of Species".

(4) We study "Introduction to the Origin of Species".

2. About the "Introduction". The introduction is the introduction. There is an introduction at the front of the book, which aims to let readers understand the gist of the book and guide them to better understand the content of the book. (You can also skip it temporarily and leave it to summarize the text content)

3. Introduce Darwin and his theory of evolution.

Ask a student to read Brief Explanation 1, and the teacher will supplement.

[Charlie Robert Darwin] (Charles Robert Darmin, 1809? 1882). British naturalist, founder of the theory of evolution. After graduating from Cambridge University at the age of 22, he served as a naturalist on the naval exploration ship Beagle ? During a five-year trip around the world, he observed and collected a large amount of materials on animals, plants, and geology. After induction, sorting, and comprehensive analysis, he formed the concept of biological evolution. In 1859, he published "The Origin of Species," which shocked the academic community at the time. "The book became a turning point in the history of biology. Subsequent books such as "Variation of Animals and Plants Under Domestication" and "Human Origins and Sexual Selection" further enriched the content of the evolutionary theory.

-------Excerpted from "Cihai" (1999 edition)

[Evolution Theory] Also known as "Evolution Theory", the old translation is "Tian Yan Lun". Biological evolution is a science that studies the laws of biological evolution, biological development and how to apply these laws. It is an important department of biology. The term evolution was first proposed by Lamarck. Darwin's book "The Origin of Species" laid the scientific foundation for the theory of evolution. The development of modern biology has promoted the further development of evolutionary theories such as the origin of life, species differentiation and formation, etc. It is believed that living things originally came from non-living things. Various living things living on the modern earth have the same ancestors. In the process of evolution, through mutation, inheritance and natural selection, from low level to high level, from simple to complex, and from few to many types. Engels believed that Darwin's theory of evolution was one of the three major discoveries in natural science in the 19th century (the law of conservation and conversion of energy, the cell theory and the theory of evolution).

------Excerpted from "Cihai" (1999 edition)

3. Study the text.

1. Grasp the overall picture and clarify the ideas

A. Students read the text quickly and find out the words that they have difficulty in understanding. They first use the reference book to solve the problem on their own, and the teacher then uses the slides Type the words that need attention in this article. Trivial: small and numerous. Prudence: careful and cautious. Trend: ① verb, developing in a certain direction; ② noun, the trend of the development of things. Notes: The key points and insights captured while reading. Discussion: Research and discussion. Disseminate: spread widely. (It can also be used for checking at the beginning of the second lesson)

a. Draw the concluding sentences in the article;

b. Figure out the structure of the article and summarize the meaning in concise language ;

B. Students exchange their understanding of the structure and meaning of the article with each other, and ask a classmate to answer;

C. The teacher writes on the blackboard and makes it clear.

The process of compiling a book (1)

The reason why the writing was published in advance (2)

(1?4) The reason why the content is too simplified (3)

Express gratitude to the naturalists who have helped me. (4)

Species evolved from evolution (5)

Basic viewpoints and research methods (6)

(5?9) Introduction to the first three chapters Content (7)

Summarize the main content of each chapter after Chapter 4. (8)

Emphasize the correctness of the point of view (9)

(Explanation: Through speed reading, gain an overall understanding of the article and initially screen out the key sentences and main points of the article; through discussion and communication, Clarify the structure of the article. Grasp the entire text as a whole; through concise paragraph summary, it is intended to cultivate students' pragmatic ability to refine their opinions and express them accurately) (Also: you can contact the introduction and genre to discuss the content)

2. Study in detail and highlight important and difficult points. Teachers and students *** discuss and solve the following problems together to complete the screening of information in the article.

(1) How does the author think "species" came into being?

Clearly: Species A evolved from other previous species, rather than being created separately. BNatural selection is the most important condition for the generation of species.

This question changes the after-class exercise 1 to another way to train students’ ability to grasp the author’s point of view.

(2) Analysis multiple-choice question. In paragraph 4, the author uses woodpeckers and job parasitoids as examples to prove which of the following views? (The following three views are typed out on slides.)

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① Species of organisms, like varieties, evolve from other previous species, rather than being created separately.

② It is unreasonable for ordinary naturalists to often regard the external environment as the only possible cause of variation.

③ If you want to understand the causes and methods of biological variation and mutual adaptation, you cannot rely on one condition alone.

Clear: It is to prove the ③ view. Because there is a clear difference between the author's analysis of these two examples. For the example of the woodpecker. The author said that it is unreasonable to attribute it solely to external conditions. As for the example of mistletoe, the author said that it is unreasonable to explain it solely by the influence of the external environment or plant habits, or the tendency of the plant itself.

The influence of plant habits and the tendency of plants themselves do not belong to external conditions (i.e. external environment), so item 2 can be excluded; for item 1, students only need to grasp the main points of the two examples given by the author. If you want to deny incorrect practices, you can arrange them

4. Homework.

What do Paragraph 6? Therefore? What? This?, Paragraph 7? Reason?, Paragraph 9? These relationships mean?

Second Lesson

1. Explanation of words

2. What the pronoun refers to

(1) What content does "therefore" at the beginning of the fifth paragraph refer to?

Clear: Refers to an important content in the fourth paragraph, that is, it is unreasonable to explain the causes and methods of biological variation and mutual adaptation based on only one-sided conditions.

This question is designed to train students to comprehensively grasp relevant information. When thinking, they must contact the context, recombine relevant information in the text, and use appropriate language to output.

(2) At the beginning of the sixth paragraph, according to the above reasons, what specific reasons are mentioned?

Clearly: the fifth and sixth paragraphs are all about the issue of domestic variation. To say. The author puts this issue in the first chapter of this book because "domestic variation" is of great significance to studying the origin of species. After such reasonable thinking, we can take "the significance of domestic variation" as the answer to this question. To put it completely, it should be: Domestic variation can provide the best and most reliable clues for dealing with the causes and methods of biological variation and mutual adaptation and all other complex events.

(3) Type the following sentences and corresponding questions on a slide or TV screen (the answers in brackets can be displayed as the discussion progresses).

Why are some organisms distributed widely and abundantly, while their neighbors are narrowly distributed and rare? Who can solve this problem? However, these relationships are really important, because I believe, This determines the present and future fate of every living thing on earth, as well as the tendency of mutation.

?These relationships? refer to the relationship between (a certain creature and its neighboring species), which determines the (fate) and (tendency of mutation) of every creature on the earth.

Answering this question should make students realize that the strong contrast in the distribution status of a certain organism and its neighboring species is secondary information in the sentence. And "a certain organism and its neighboring species" are important information. They form a relationship that determines the "fate" and "variation trend" of every living thing on the earth.

2. The teacher introduces the knowledge of long sentences and the methods of analyzing long sentences.

Long sentences have a large capacity, are rich in information, and appear solemn. They are suitable for describing things in detail or rigorously explaining principles. They are mostly used in written language, especially in scientific and technical style and political style.

When analyzing a long sentence, you must first look for the main stem (subject, predicate, object), eliminate the branches and leaves (definite, adverbial, complement) or distinguish the hierarchical relationship between the clauses (positive, parallel, transition) etc.), in order to grasp the main idea of ??the sentence; secondly, we should pay attention to the role of "branches" in the sentence. They often restrict the main body of the sentence in terms of procedure, time, scope, conditions, quantity, position, etc., so as to make the long sentence strict As for thoughtfulness, in many cases, the role of "branch and leaf" in a sentence is crucial. If they are removed, the meaning of the sentence will be greatly changed.

3. Select several long sentences from the article and analyze them using the main stem method and the hierarchical method respectively.

1. When I served as a naturalist on the Royal Warship HMS Beagle, I was deeply fascinated by some facts about the distribution of organisms inhabiting South America and the geological relationship between existing organisms and ancient organisms in the state. Impressed by some facts about the relationship.

Clearly: This sentence is a long single sentence, and its main body is? I was moved by the fact. ?There is a long attributive before the fact: some facts about the distribution of organisms that inhabit South America and some geological relationships between existing organisms and paleontology in the state

2. But to make a structure like a woodpecker, it The legs, tail, mouth and tongue are so cleverly adapted to catching insects under the bark that it is unreasonable to attribute them solely to external conditions.

Clearly: This is a long single sentence. Although there are related words "but", the content it brings up to "attributed to external conditions" is the subject in the sentence.

3. However, such a conclusion, even if it is well founded, is still insufficient until it can be explained how countless species in the world have changed to achieve such perfection, which justly arouses our admiration. structure and mutual adaptation.

Clearly: This is a complex sentence. The first level is a transitional relationship after "based on", and the second level is a hypothetical relationship before "unless".

Teacher’s conclusion: With these two methods, the main purpose is to grasp the meaning of the sentence from the main body, and when analyzing the subtleties in the sentence, we must pay attention to the ideographic function of the key words in the sentence.

4. Students follow the sentence analysis in Exercises 4 and 5, and then find similar long sentences from the text (displayed on the screen), and conduct discussion and analysis from the perspective of information screening and mining. The process is as follows: < /p>

1. In 1837, I thought that if I patiently collected various materials related to this issue and sorted them out, I might be able to get some results.

Guide students to select corresponding words. ①The first three essential processes of writing: collection, organization and research. ②The key in the collection process: patience and comprehensiveness (various). ③Explains the caution of estimation: maybe, some.

2. Although I strive to be prudent and base everything on correct evidence, wrong reviewers are still inevitable.

Question: Since the author makes everything based on correct evidence, why are there still errors?

After the students answered, they summarized: The word "strive" in the sentence cannot be ignored. It is very important to the following. Wen plays a restrictive role and means to "pursue vigorously". It is modified in the sentence until everything can be based on correct evidence. Therefore, there will be errors.

3. Another example is grid parasitism, which grows on certain types of trees to absorb nutrients and requires birds to spread its seeds. Moreover, because it is male-female, it must rely on insects to complete pollination; if It is equally unreasonable for us to explain the structure of this parasitic plant and its relationship with several other organisms solely by the influence of external environment, plant habits, or the tendency of the plant itself.

Use a slide to show four understandings of this sentence and choose the correct one:

A. Take the oak tree as an example to explain the structure of all living things (including plants) and their interactions with each other. The relationships are very complex and difficult to explain.

B. If we want to correctly explain the structure of living things and the relationship between living things, we cannot attribute it to a certain aspect. Willow parasitism is an example.

C. It would be unreasonable to explain the structure and interrelationships of plant mistletoe only by the influence of external environment, plant habits and its own tendencies.

D. When studying mistletoe, just like studying other organisms, there is often no reasonable explanation for its structure and its relationship with other organisms.

Correct answer: item B. To answer this question, you need to compare and analyze the information in each option with the relevant information in the original text to get the correct answer. There is no corresponding point in the original sentence for the "hard-to-explain" part in item A. The main meaning of the original sentence is that "just explaining" by "" must be equally unreasonable. The difference between item ? The center, while the pause indicates a parallel relationship, is used in this sentence to indicate that the three aspects are inseparable, which is quite different from the original meaning. Item D is wrong in the same way as item A, but it is even more wrong than item A.

4. When we deal with a problem, we must describe and compare the two aspects of facts and evidence in detail before we can get a perfect result, but this cannot be done here.

Question: In this sentence, can one of the two words "fact" and "evidence" be removed?

Clear: No. Because facts refer to general perceptual materials, and "evidence" refers to examples in the materials that reflect the essence of things. The two words are used together to reflect the author's thoroughness.

Question: Can one of the two words "narrative" and "comparison" be removed?

Clear: No. "Narration" can enable people to understand more comprehensively and concretely, but it cannot express the essence; "comparison" can enable people to identify perceptual materials, eliminate the rough and select the essence, and grasp the essence of things from the outside to the inside, which reflects the author's rigor.

5. I often obtain knowledge of the variation of animals due to domestication. Although it is not complete, it can always provide the best and most reliable clues for dealing with this problem and all other complex events.

Question: What will be the different effects if the word "clue" in this sentence is replaced by "evidence"?

Clarity: Because there is "not complete enough" in this sentence, Therefore, the author only says "provide clues", indicating that the author evaluates his research results realistically. If replaced by "evidence", the meaning of the sentence becomes a conclusion that can provide regularity and reflect the essence of things. This sentence can also clearly reflect the author's rigor and thoroughness.

On the other hand, the author uses the words "everything" and "last" in this sentence to express his confidence in his research results.

5. Summarize what you have learned in this lesson.

In this lesson, we mainly conducted corresponding training on some long sentences in the article. To understand long sentences, we should not simply stop at understanding the general idea, but should dig deep into the rich information of the key words in the sentence, and also Pay attention to the restrictive effects of some modifying words such as "must", "most", "should", "may", etc. on the extent and time of key words.

6. Assignments:

1. Lu Xun once said in "Suo Yi": "The theory of evolution has restrained me, but it has also helped me."

?How to understand this sentence? Please think about it 2. Interested students can read excerpts from Darwin's "The Origin of Species"