Teaching plan design of the seventh grade biology volume 2 of PEP.
A blood pump? heart
Teaching objectives
1. Students describe the structure and function of the heart.
2. Through observation and thinking, students can gain knowledge about heart structure, guess its function, develop students' thinking ability, and strengthen the view that biological structure and function are compatible.
3. Summarize the ways of blood circulation and distinguish arterial blood from venous blood.
A heavier point
1. Students can infer their respective functions by observing the thickness of each chamber of the heart and the structural characteristics of related valves.
2, the way and significance of blood circulation.
difficulty
1. Students can infer their respective functions by observing the thickness of each chamber and the structural characteristics of the valve.
2. Understand the way of blood circulation and the changes of blood components during blood circulation.
training/teaching aid
1. Buy some fresh sheep hearts, half of which are well preserved, and the rest can be dissected for observation. In addition, prepare an autopsy tray, a beaker filled with water and a small funnel.
2, medical infusion tube, heart structure model, blood circulation demonstrator.
Teaching process:
1. View Introduction
Teacher: Have we learned about blood flow channels before? Blood vessels are composed of different types of blood vessels and hearts, and they are a closed pipeline system: blood circulates in them. If the heart is excluded from the pipeline system, only various blood vessels form a closed pipeline, can blood circulate normally in it? (Show a closed pipe connected by two infusion tubes, filled with a little red ink)
Health: Can't flow/can flow.
Teacher: Show me how to put the closed pipe flat and erect, and observe whether the liquid can flow.
Health: No matter how it is placed, the liquid cannot circulate automatically in the pipeline.
Teacher: If you want the liquid in the pipe to flow, but you can't change the position of the pipe, can you do it?
Health: Press the return blood vessel of the infusion tube alternately by hand, and the liquid in the tube circulates.
Teacher: Please think about it. What role does the heart play in human blood circulation through the above process?
Health: We can feel the beating of the heart at ordinary times, especially after strenuous exercise.
Health: the heart provides power for blood circulation through contraction, and promotes blood circulation in the pipeline system.
Teacher: Yes, in the process of blood circulation, the heart is equivalent to the engine of a car, providing power for the whole circulation process, and at the same time, it is like a pump of a water pump to ensure that blood can flow from the lower part to the upper part. Why can the heart provide power? What is the structure and function of the heart?
In this lesson, let's learn about the pump that transports blood. Heart. Please try to uncover the inner mystery through observation. (distribute observation materials and outlines, and solve related problems through observation. )
Two. Newly awarded
Health: Observe sheep's hearts in groups to understand human heart structure. Teacher: Please report the observation results of each group and pay attention to the scientific observation method and order.
Health: We know the position and shape of the human heart based on the visceral diagram: the heart is located in the chest, slightly lower than the left side between the two lungs, about the size of a man's fist, and its shape is similar to the heart shape that people usually draw, with wide blood vessels at the top and a little sharp at the bottom.
Teacher: (with the help of the human heart model) The position of the heart in the chest is like this. The left or right side of the body is called the left or right side of the heart. At the same time, students should observe the heart from different angles and can roughly distinguish the front, back and left sides of the heart.
Health: By observing the open heart wall with muscle fibers, it shows that the heart is mainly composed of muscle tissue. Muscle tissue has the characteristics of contraction and relaxation, so the heart can contract and relax, that is, beat and squeeze blood, and promote blood circulation in blood vessels.
Teacher: It seems that only when the heart keeps contracting and relaxing can the blood circulation be continuously promoted. So in a person's life, the heart never stops, right? Health: Well, if the heart stops beating, people will die.
Health: No, I learned from the data that people's hearts also need rest, but in different ways. It ensures rest by relaxing for a relatively longer time than contraction.
Teacher: Yes, the heart can work normally and get enough rest. How does the heart return blood to the heart and then inject blood into blood vessels? Health: We observe the dissected heart, and see that the heart consists of four chambers: left atrium, left ventricle, right atrium and right ventricle. We find that only the atrium on the same side is the same as the ventricle, and the left and right sides are completely separated.
Health: We compared the walls of four chambers of the heart. Although they are all made of muscle, the thickness varies greatly. The thickest is the left ventricle, and then the right ventricle. As a whole, the wall of atrium is not as thick as that of ventricle.
Health: Well, teacher, the heart observed by our group has not been cut. It feels different to pinch the wall of atrium and ventricle by hand, but the wall of atrium feels much thinner. Why is this happening?
Teacher: (combined with the human heart model) is also the wall of the heart, but the thickness is different. Students try to guess according to the functional characteristics of muscles. Why are these differences? (Student groups exchange views)
Health: Muscles can contract to provide power. The thicker the muscle, the greater the strength of contraction. The greater the energy gained by the blood in the chamber, the farther it flows forward. Thin atrial wall, small contractility, short blood flow distance, thick ventricular muscle wall, strong contractility and long blood flow distance. The furthest blood flow should be from the left ventricle, because the left ventricle is the thickest of the four chambers.
According to our analysis, from the natural position of the heart in the human body, the atrium is in the upper position and the ventricle is relatively low. It should be that the blood from the atrium flows to the ventricle, the blood flows from the ventricle to the whole body, and the blood flows back to the heart and enters the atrium. So the ventricular wall is thicker than the atrial wall.
Teacher: Is that the case? How can we know if the speculation is correct? Ask the students to put forward the inquiry scheme. Health: (discussion, the effect is not very satisfactory. )
Teacher: Can we use the structural characteristics and functions of various blood vessels we have learned before to help us solve the difficulties we are encountering now?
Health: According to the functions of various blood vessels, combined with the speculation just now, the communication relationship between arteries and veins and the heart cavity should be: We want to see if it flows out of arterial blood vessels by pouring water into venous blood vessels. If it flows out of arterial blood vessels, the previous speculation is correct.
Teacher: How to judge what kind of blood vessels are connected with the heart?
Health: Look at the thickness of the blood vessel wall. The appearance diameter is similar, the arterial blood vessel is thick and the internal diameter is small, and the venous blood vessel is thin and the internal diameter is large.
Health: You can also see which blood vessels are connected between atrium and ventricle through the dissected heart. What is the connection relationship? The room is still, and the room is moving? Then find the corresponding arteries and veins in the corresponding position of the heart without dissection.
Teacher: Good. Students are not only good at using their brains to solve problems, but also good at summing up laws. You can judge according to different methods, actually operate and see what kind of results will appear.
Students are divided into two groups, and each group has an dissected and complete animal heart for the experiment. )
Teacher: Please introduce your experimental results and understanding to each group.
Health: We inject water from the vein communicating with the right atrium, and the water flows out from the arterial blood vessel, which shows that the previous speculation is correct, and the blood flows out from the vein? Atrium? Ventricular? Arteries, where blood flows out.
Health: We also noticed that the water was injected from a vein, and the water flowed from the artery communicating with the ipsilateral ventricle.
Teacher: (while listening to the students' introduction, draw a simple schematic diagram of the heart on the blackboard) Blood enters the atrium from the vein, atrial blood enters the ventricle, and blood enters the artery from the ipsilateral ventricle and leaves the heart. All the experiments went well! ?
Health: Well, here's the result.
Student: Teacher, we have been drinking for a long time. I don't know why water can't get in, but it flows everywhere.
Teacher: Let's all help this group, shall we? Let's see what the problem is. We invite the students in this group to come up and demonstrate how they do it. (This group of students went to the podium to demonstrate the operation)
Student: Teacher, the blood vessels they infuse are not venous vessels, but arterial vessels.
Teacher: (Compared with the dissected heart and the blood vessel wall with the same thickness) As you can see, the blood vessel that this group of students chose to inject water is indeed an arterial blood vessel. So, why not pour water from the artery? (Some students look down at the experimental data in this group. )
Health: There is a valve at the junction of artery and ventricle. This is an arterial valve. The arterial valve can only be opened in the direction of the artery, and the blood in the artery cannot flow back to the ventricle. Therefore, water can't be poured out of arterial blood vessels.
Health: There is also this kind of valve that can only be opened in one direction between atrium and ventricle. This is the atrioventricular valve. With the atrioventricular valve, the blood in the ventricle will not flow back to the atrium.
Teacher: In this way, the various valves of the heart ensure that blood can only flow from atrium to ventricle and from ventricle to artery, but not back.
Teacher: (Showing courseware, animation demonstration of cardiac contraction and relaxation) The heart located in our chest is adapted to its function from its composition and structure, just like a pump with great working ability, which ensures the continuous circulation of blood in the pipeline. How the blood circulation is carried out in detail, we will learn next class.
blackboard-writing design
A blood pump? heart
Structure and function of the heart
2. Ways of blood circulation: systemic circulation and pulmonary circulation.
Teaching postscript
Application of Emotional Teaching in Junior High School Biology Teaching
abstract:
As an important teaching method and component, emotional teaching plays an irreplaceable role in biology teaching. When applying emotional teaching in junior high school biology teaching, teachers should design a reasonable teaching plan, set appropriate teaching objectives, create a good learning environment for students, stimulate students' enthusiasm for learning biology, and lay a foundation for establishing a good relationship between teachers and students. Biology is a basic course in junior high school, which is experimental and can cultivate students' practical ability and rigorous scientific attitude. Therefore, it is self-evident that the importance of implementing quality education of emotional teaching in biology teaching.
Key words:
Junior high school; Biology; Emotional teaching
Under the situation of vigorously promoting quality education, emotional teaching has become the focus of people's attention. Emotional teaching is a new educational model. In junior high school biology teaching, we can try to improve the teaching quality of biology classroom by running emotional teaching through the teaching process. Emotional teaching can stimulate junior high school students' curiosity and curiosity, and stimulate their divergent thinking, which plays an irreplaceable role in practical teaching. Biology textbooks cover a large number of biological history, and are also mixed with many different forms of auxiliary teaching methods, such as biological experiments, specimen making, videos and so on. Therefore, biology teachers should make rational use of these resources to carry out emotional teaching, so as to make the classroom learning atmosphere relaxed and happy, thus improving the teaching effect.
First, emotional teaching and biology teaching
Emotional teaching is an important part of the whole education system and belongs to all-round development education. In the teaching process, educators should give students proper emotional education, respect their individuality, cultivate their social quality, enhance their self-control ability, enrich their emotional experience, and form their healthy and comprehensive personality characteristics. Emotional teaching pays attention to students' learning attitude, emotional changes and beliefs in teaching, and promotes students' better integration into society and healthy development. The school education of junior middle school students is the joint participation of teachers and students, and both sides are indispensable. In classroom teaching, the communication between teachers and students is not only knowledge information, but also emotional information, which is a dynamic communication process. In biology class, emotional teaching method is used to impart theoretical knowledge to students, and at the same time, its teaching methods are properly displayed, which is one of the requirements of quality education, and also to accomplish teaching objectives more effectively and improve teaching quality and effect. Emotional teaching for students is a weak link in current education and teaching, especially in biology teaching, which has three goals, among which the requirement of emotional teaching is to help students have consistent behavior, personalized values and stable attitude. In emotional teaching, we should give full play to students' dominant position, take knowledge as the intermediary, take learning methods as the bridge, and help students gradually acquire the ability to understand and skillfully use biology through active and effective participation, so that biology can become an auxiliary tool in life. Students not only gain biological knowledge, but also acquire the ability to deal with problems, which stimulates interest, sprouts emotions, inspires thinking, and then forms a correct learning attitude. Combining the teaching objectives of affective teaching with the teaching characteristics of biology teaching, teachers should integrate affective teaching into biology teaching, which not only helps students to learn and master cultural knowledge passively, but also helps them to develop in an all-round way in aspects such as outlook on life, values and emotional attitudes, and helps them actively participate in educational inquiry activities in biology. Therefore, educators should get rid of the traditional educational concept and get rid of? Focus on discipline and knowledge? The breakthrough point and breakthrough point of junior high school biology teaching reform is to really promote the change of students' learning style. At the same time, guide students to learn to think independently and innovate, and understand that the process of innovation is a process of growth and experience in adversity, and its process cannot be smooth sailing. For example, what do we know? Father of hybrid rice? Yuan Longping, behind his aura are countless hardships. During the period of "",he was under political pressure, which was a spiritual experience; In the process of cultivating rice, it is a physical experience to look for male sterile rice with only one in ten thousand probability in the hot noon sun. It is with this tenacious will and unremitting spirit that Yuan Longping finally succeeded in cultivating high-yield and high-quality hybrid rice.
Second, the application of emotional teaching in biology teaching
The main emotion of a qualified educator in teaching should be positive and happy, creating a relaxed and happy classroom atmosphere, so that students can study and think in a happy and positive state. The whole classroom atmosphere is full of vigor and vitality, and the interaction between teachers and students is more benign. In this cycle, students give full play to the main role and the classroom effect is twice the result with half the effort. When teachers comprehensively evaluate students, they often give positive evaluation and reward from the perspective of encouragement. This positive attitude not only enhances students' self-confidence, stimulates their inner potential, but also gives them a positive emotional experience. In addition, teachers should carefully plan and deploy every teaching link in the classroom. Stimulating and guiding students' interest in learning through their own teaching experience is actually the most basic emotional education. Through the exploration of biological science, students can actively discover the infinite charm of biological science. Biology teachers should first devote themselves to the ocean of scientific knowledge, so as to create a better learning atmosphere and achieve the purpose of emotional teaching. Biology class should stimulate students' interest, enliven the classroom atmosphere and use appropriate artistic language. Therefore, biology teachers must skillfully use expression skills, which is a challenge for teachers, but a new learning method for students. In addition, it is difficult for students to understand some knowledge difficulties in a straightforward way. You can visualize the knowledge content with appropriate metaphors, which makes it easier for students to keep their interest in biology. For example, in biology class, we will talk about cell structure, and what we usually hear is summarized by the teacher himself according to the contents in the book. If the teacher says that a cell is an organization, the organization has its assigned tasks, and all departments in the organization are responsible for the corresponding responsibilities, then the wall of the organization is equivalent to cell membrane and other similar languages. In this way, students can better understand the general relationship between various components in cell structure. A qualified teacher should love his teaching work and the subjects he teaches and care about every student. This is the most basic professional ethics and basic requirements. Junior high school students are not so mature in mind, and their mood fluctuates greatly, so they are easily influenced by people and things around them. As an important role, teachers often appear in front of students, and their every move will have an impact on students. Positive teachers will certainly have a positive impact. Therefore, teachers should treat students equally in biology class, but they should also pay attention to their individual differences, respect and care for each student, and do not favor those with good academic performance or discriminate against those with poor academic performance. Actively communicate with students, so that students can feel the care of teachers and the fun of biology learning. Encourage education to be integrated into it, praise students more, actively teach, and cultivate students' positive attitude towards learning biology. Moreover, teachers are also bridges between students. Biology teaching should focus on cultivating students' cooperative ability, creating a good atmosphere for biological inquiry, and using emotional teaching to cultivate students' various abilities in society. All these will promote the development of good feelings between teachers and students, and have a positive impact on the effect of emotional teaching in biology teaching.
Third, the prospect of emotional teaching in biology teaching
After the strengthening of junior high school biology emotion teaching, students' initiative in learning biology can be fully mobilized, and students' divergent thinking can be cultivated, so that students are no longer boring learning machines and lay a solid foundation for their future work and contribution to social development. At present, emotional teaching has been widely implemented in school education and recognized by many teachers. In view of the learning atmosphere in the classroom and students' emotional mentality, emotional teaching has become an important part of the education system. To respect each student's psychology, emotion and ideological subject and improve their ability to think, find and solve biological problems independently, it is necessary to carry out emotional teaching to make the teaching process easier. If emotional teaching is decomposed from this educational form and carried out as an educational project, then the knowledge imparted by biology teachers in the classroom is not only the marking assistant for students to cope with exams, but also the classroom as a place for students to preach, teaching students learning skills and methods, making students develop into individuals beneficial to society and promoting the all-round improvement of students' quality. Emotional teaching in biology teaching, in short, is that in the process of class, teachers infiltrate their emotions into every part of knowledge and every link of the classroom, and establish good communication relations with students, so that students are full of desire rather than resistance to learning biological knowledge, which is conducive to the improvement of students' learning level and ideological quality and has a lasting positive impact on students' future.
Author: Qi Shaoju Unit: Gaocheng Middle School, Lu 'an City, Anhui Province
References:
[1] Li Dongmei. Effective strategies to improve the quality of biology teaching [J]. Knowledge Guide, 20 15, (24): 148.
[2] Ma. On the application of emotional education in junior high school biology teaching [J]. Reading and Writing (Journal of Education and Teaching), 20 13, (1): 15 1.