Recommend high school biology teaching reflection 1 The new curriculum reform puts forward new requirements for teachers' teaching, requiring us to constantly reflect, learn and keep pace with the times in teaching. The following are my personal thoughts on the new curriculum teaching.
First of all, update teaching concepts and improve their own quality.
"Teacher-student participation, active interaction and common development" is a remarkable feature of modern teaching process, and the improvement of teachers' quality is one of the important factors for the success of teaching reform. Teachers should constantly update their teaching concepts, enrich themselves with scientific teaching theories, learn modern teaching skills and methods, and constantly reflect, educate and improve themselves in the teaching process. Efforts should be made to implement innovative teaching, gradually improve personalized teaching methods, timely infiltrate curriculum concepts into teaching, give play to people's subjective initiative in teaching, and creatively design teaching.
Second, teachers should make good use of teaching materials and skillfully use them as teaching tools, but they should not rely on them, not just follow them, and not use them instead of teaching on the basis of curriculum standards. The accurate name of teaching materials should be teaching materials rather than supplementary materials, which are all means and materials for teachers to achieve certain teaching goals, for students to choose and deal with, and to load knowledge and information. In order to stimulate students' autonomous learning, the new curriculum has deleted the content of "difficult, annoying, partial and old" and increased the content of students' activities. Teachers should be good at guiding students to make full use of these favorable conditions and carry out creative teaching with high quality and efficiency. For example, the section "Transmembrane Transport Mode of Substances" is relatively simple and easy for students to understand. The concept of the new curriculum advocates that students learn by doing. I fill in the concept map, draw the schematic diagram, interpret the coordinate diagram and describe the pattern diagram, so that students can learn the mode of substance transport across the membrane and learn by doing.
Third, create a good teaching atmosphere so that students can learn knowledge and improve their ability through experience and interaction. Teachers should create a democratic, harmonious, encouraging and trusting teaching atmosphere in classroom teaching, and let students actively participate in various forms of experience. Only in this way can teachers and students learn interactively through inquiry and communication, and students can learn and grow through experience. For example, in section 1 of the second chapter of biology compulsory for senior one, students are asked to analyze the chart by themselves by using group study and group experiment, and the main elements that constitute the cells are clearly defined, and whether the peanut seeds contain fat is observed and detected by operating microscope. I boldly let go, supported students and encouraged them to do it themselves, and achieved good teaching results.
Four, close contact with real life, to stimulate students' interest in learning. There is no definite teaching method, so teachers should explore the teaching mode that is conducive to curriculum reform, use flexible and diverse teaching methods, mobilize all positive factors to the maximum extent, stimulate students' interest in learning, and achieve the best teaching effect. For example, when learning cell respiration in the third quarter of the fifth chapter of compulsory biology in senior one, I ask students to think about the essence of timely measures such as opening fields and loosening soil in agricultural production. What problems should be paid attention to when storing grain? It not only improves students' interest, but also allows students to link textbook knowledge with life.
Fifth, give students the process of thinking.
Teaching "blank space" refers to a teaching strategy in which teachers leave blank space by stimulating words, asking questions and arranging exercises instead of telling students some learning contents directly according to teaching needs, so as to guide students to practice operation, associate imagination, think and explore in a broader space-time, and fill the blank space with their own imagination, thus giving full play to students' main role. "Cloth white" is not to avoid talking about it, but to introduce it without sending it. This is paving the way and creating momentum. Many sparks of students' wisdom come from superficial "teaching" and "quietness".
Confucius said, "learning without thinking is useless, thinking without learning is dangerous." Thinking and learning in class should be interactive. In order to attract students' attention and stimulate their interest in learning and curiosity, teachers will carefully design classroom questions. But after the question is put forward, students should be given enough time to think. Don't rush to ask students to answer or even ask themselves to answer in order to get satisfactory answers. Teachers should not only be good at designing problems, but also set aside time gaps to give students a chance to think fully. With this opportunity, they can compare other students' speeches, compare teachers' lectures and explanations, understand and reflect on their own way of thinking, and improve and develop their thinking ability in the process of comparison. This lesson allows students to "think" and build a platform for "learning".
Sixth, participate in class activities.
As a paradigm of educational research, attending classes is an all-round and rich activity involving the classroom. In particular, it is helpful to improve the teaching level through mutual observation, discussion and discussion among colleagues. Participants carefully observed the teachers and students in the classroom, left detailed lectures and commented on the classroom. Communicate and analyze with teachers in time after class to promote the improvement of teaching strategies, which will inevitably promote the improvement of biology teachers' teaching level.
The above points are my thoughts in the new curriculum teaching. In the future teaching, I will constantly improve my teaching in view of the problems in reflection, and further reflect on it in the future teaching to improve my teaching level.
Recommend high school biology teaching reflection 2 teaching reflection refers to teachers' re-understanding and rethinking of education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. Teaching reflection has always been an effective means for teachers to improve their personal professional level, and everyone who has made achievements in education has always attached great importance to it. Now many teachers will review their own gains and losses from their own educational practice, and improve the quality of teaching reflection through educational cases, educational stories or educational experiences. Based on my teaching practice, I would like to discuss with my colleagues the teaching experience of high school biology teaching reflection.
1, Reflection on Teaching Process
The new curriculum standard advocates "inquiry learning". It is reflected in strengthening the cultivation of students' ability to explore, solve problems and apply knowledge; Strengthen the requirements for students' ability to collect information; The total amount of knowledge is reduced and less but better; Added the content of biotechnology. This inquiry learning mode puts high demands on teachers, who must have high research ability, rich teaching design scheme and knowledge reserve, be able to control students' learning obstacles at any time and make a correct evaluation of students' research results. For example, when analyzing the content of "Transformation Experiment of Pneumococcus", the textbook does not specify how bacteria are transformed and what is the transformation mechanism. Therefore, when preparing lessons, teachers should point out the principle of experimental design and the key to success, and design the following inquiry questions: Did R-type bacteria revive the "killed" S-type bacteria, or did some active substance in the "killed" S-type bacteria turn R-type bacteria into S-type bacteria? If it is the latter, what is the active substance? How do active substances transform R-type bacteria into S-type bacteria? When preparing lessons and analyzing teaching materials, only by designing these inquiry questions can teachers think clearly and strategize.
2. Reflect on teaching methods and improve teaching efficiency.
Make full use of modern education and teaching methods in the classroom, especially when applying multimedia teaching, teachers should skillfully set up situations in combination with specific teaching contents, so that students can listen to audio and video recordings, watch vivid pictures and appreciate visualized words. Through audio-visual combination, dynamic and static combination, scene blending and sensory stimulation, students are immersed in the scene and have an enlightening effect, thus stimulating students' desire and interest in learning and mobilizing their initiative and enthusiasm in learning. For example, the conduction of nerve excitement, nerve impulses in the form of current conduction, although the current is real (bioelectricity), but it is invisible, intangible, students can not observe. It is hard for students to imagine themselves, but with the help of multimedia courseware, it is displayed in the form of movies, which turns abstraction into intuition and image, thus helping students understand and master the knowledge point of "nerve impulse transmission" and breaking through the difficulties and key points of this section.
3. Cultivate students' problem consciousness.
Teachers' trust in students is a great encouragement. Mr. Tao Xingzhi also advised us: "There is Watt under your pointer, Newton in your cold eyes and Edison in your hungry smile." As a teacher, we should believe that every student has the hope of success and every student has the potential of success. The role of a teacher is to awaken students' self-confidence and reflect on "students' problem consciousness". There is an old saying: "Learning begins with thinking, and thinking begins with doubt." Small doubts and small progress, big doubts and great progress. " It can be seen that "questioning" is important. In biology teaching, it is the starting point to cultivate students' insight and inspire students' creative thinking. For example, the "breathing" knowledge that senior one students just learned is very close to everyone's reality, and there are many problems worth thinking about. However, at present, our students' problem consciousness is very weak, and their enthusiasm for finding and asking questions in class is getting lower and lower with the growth of grade. This phenomenon really deserves our deep thought. The concrete manifestation of students' weak problem consciousness;
(1) Dare to ask questions. Everyone is curious, but due to the influence of traditional educational ideas, students have a certain sense of problems, but they are afraid that the questions they ask are too simple or have little connection with classroom teaching, that they are considered shallow by teachers and classmates, that they are afraid of interrupting teachers' teaching ideas and plans, and that they are afraid of being rejected by teachers, so students' sense of problems is not shown, which is a potential state. For teachers, it is to stimulate students' problem consciousness and make it work.
(2) Do not ask questions or are not good at asking questions. Due to the influence of traditional teaching and learning concepts, students have been passively accepting knowledge for a long time, which leads to students being not good at thinking, lazy in thinking, indifferent or lacking in question awareness, and unable or not good at asking questions. According to the above situation, formulate strategies:
(1) Communicate feelings between teachers and students, and create an equal and democratic teaching atmosphere.
(2) Infiltrate case education to realize "problem" consciousness.
(3) Create questions to stimulate interest in asking questions.
(4) Carry out evaluation activities to stimulate interest in asking questions.
(5) Strengthen activity courses and promote autonomous learning.
4. Implement inquiry teaching.
The new standard advocates inquiry learning, which can guide students to actively participate in the inquiry process, gradually cultivate students' abilities of collecting and processing scientific information, acquiring new knowledge, critically thinking, analyzing and solving problems, communicating and cooperating, and cultivate innovative spirit and practical ability. Under the guidance of the new curriculum concept, teachers should strengthen inquiry teaching, choose the question materials that students are interested in and willing to explore as new topics, carefully organize classroom teaching content, take pictures and text files as carriers, and take teacher guidance, students' explanation, independent discussion and debate as the main learning methods to smooth the information exchange channels between teachers, students and students in the classroom. Teachers, as mentors and coordinators, appropriately control the breadth and depth of learning and exploring content, and guide students to innovate their thinking. Through the process of students' acquisition, processing and communication of complex external information, students can deepen their understanding of the possible application value of biological science and technology. Through cooperative learning, students can help each other, stimulate their learning needs and enliven the classroom atmosphere.
5, reasonable arrangement, targeted
Class time is limited, so we can't arrange too much self-study time. We should arrange it reasonably and choose the content that is conducive to self-study. The preface of each textbook and the description of some phenomena or processes are well explained by teachers, and the contents are appropriately added and deleted to be vivid and attractive, so as to stimulate students' desire for knowledge and play a guiding role in self-study content. As for the basic concepts and theories in textbooks, students usually read them independently and get accurate answers by themselves. For the key knowledge, difficulties or problems of integrating theory with practice, try to inspire students to think and solve independently, so as to achieve the purpose of cultivating students' self-learning ability. For example, in the lesson "Metabolism of Three Nutrients in Human and Animals", the key knowledge is the metabolism of sugar, fat and protein, and the relationship between the three metabolism and human health. In teaching, "Metabolism of Sugar, Lipid and protein" involves a lot of biochemical knowledge, which is abstract, and is mainly explained by teachers, while "Relationship between Three Metabolism and Human Health" is taught by students themselves. Students are required to read textbooks first, list various diseases, then discuss in groups, explain with what they have just learned, and put forward preventive measures. For example, why it is not good to drink milk on an empty stomach, whether it is good to be a vegetarian for a long time, how to lose weight for diabetics and so on. In this way, after the students' reading and discussion, they not only solved the key problems, but also broke through the difficulty of "the metabolic process of sugar, fat and protein". More importantly, they cultivate students' self-study ability and the ability to integrate theory with practice.
1, emphasizing perception over analysis.
Biology is called language, and language is language. The most important way to learn a language well is to taste and feel. If the teacher analyzes the subtle language in the text too much, it will inevitably limit the students' thinking space. The best way is to let students taste and feel in reading. For example, when teaching Cattle in China, I will focus on students' feelings, so that students can compare their knowledge of other cows with ours through knowledge transfer, and try to leave time for students.
2. Pay more attention to spirit than application.
Biology has appreciation and humanism: biology classroom teaching should also aim at cultivating students' humanistic spirit and lay the foundation for students' correct value orientation. Appropriate special training and counseling are indispensable, but biology teaching should not only focus on exams, but also focus on the improvement of students' humanistic quality. For example, when teaching "Remind Happiness", I finished teaching the key points of words, phrases and sentences, and then expanded them to add my five kinds to students, so that students can understand the author from different articles. Learn to appreciate and feel.
In addition, classroom teaching should not be limited to the explanation of the contents of textbooks, but should pay attention to the related expansion and transfer training of knowledge, especially the study of biology.
3. Stones from other mountains can attack jade.
As a new teacher, I think attending classes is very important and helps teachers learn from each other's strengths. Listening to other teachers' classes has given me inexhaustible knowledge and wealth. The deepest feeling is that listening to classes has changed and improved me by understanding others and examining myself.
Students are the object of teaching, and students are like products processed by factories. The quality of students' learning determines the success or failure of a teacher's teaching behavior, and also reflects the advantages and disadvantages of a school. Students are the lifeline of teaching. For biology, many students' learning concepts have not changed. They think listening and not listening are the same. Even if you don't get high marks, you won't be much worse than others. Not many students are interested in learning. Backward and biased learning concepts lead to too little reading, too narrow knowledge and lack of basic knowledge. Wrong words, too many words. When encountering imitation sentences, there is nothing to do, the writing ideas are not novel, and the theme is not prominent. Teachers should bear certain responsibilities, teach students learning methods, change their learning concepts and attitudes, and more importantly, improve their self-cultivation, professional level and teaching art, and first cultivate their interest in learning.
In short, there are many teaching problems. How to improve the efficiency of classroom teaching, improve students' biological literacy in an all-round way, improve their own teaching art level, and teach students in accordance with their aptitude requires constant exploration, constant understanding, timely summary and reflection, and then improvement and improvement in practice.
Recommend high school biology teaching reflection 3 Any subject, students' academic performance is good or bad, and classroom discipline is good or bad, which depends not only on teachers' own knowledge reserves and their ability to grasp classroom teaching, but also on students' interest in the course. The so-called "interest is the best teacher". Teachers stimulate students' strong interest in learning, then the subject or class will certainly achieve good learning results. Biology, as a natural subject, is closely related to the practice of production and life and the growth and development of human beings. When students first started studying biology, they basically had a certain interest in learning. How to keep students' interest for a long time, then, requires teachers to mobilize students' interest in learning to the maximum extent before each new lesson begins, and focus students' attention on what they are going to learn. This requires biology teachers to use different lead-in skills in different teaching contents, so that students' interest and attention in learning can be firmly transferred to the knowledge they want to learn from the beginning of a class. Classroom lead-in is a kind of teaching behavior skill that teachers use various teaching media and teaching methods to attract students' attention, stimulate students' interest in learning, generate learning motivation, clarify students' learning direction and establish knowledge links. So, how to import successfully? In this paper, I will talk about my own teaching experience on the issue of teaching introduction.
1, using multimedia intuitive import
Our school has always attached importance to the investment in teaching facilities, and each class has multimedia teaching equipment. Therefore, this multimedia import method is also the one I use the most. Intuitively introducing multimedia is mainly to let students watch a video or movie, or even listen to a commentary. So as to create a certain situation, attract students' attention, stimulate their enthusiasm and get down to business in a harmonious and pleasant atmosphere.
2, borrow teaching AIDS to import
Before teaching, teachers can show students teaching AIDS, such as wall charts, models and objects. Guiding students to observe familiar or unfamiliar things and pictures purposefully can not only stimulate students' interest in learning, but also cultivate their observation ability. Students are eager to know what unfamiliar teaching AIDS are as soon as possible. Therefore, teachers can naturally introduce new courses. For example, when I teach junior two students to learn animal movements, I first show the components of the human arm movement model directly, so that students can assemble it according to their own understanding of the body, and then use the model to make elbow stretching and elbow bending movements. The teacher asked, "Why does the arm stretch and bend?" In this way, the introduction of new courses has a good classroom effect, and students have a good grasp of the knowledge points in this section.
Step 3 introduce the topic by asking questions
By creating problem situations, we can stimulate interest in learning and create a certain sense of suspense for the smooth progress of teaching activities. By asking questions, students' attention is highly concentrated, forming a desire to solve suspense, thus creating a prerequisite for the development of teaching activities.
4. Import through audit
Teachers can set up some exercises on the learning content of the last class, so that students can train before class. Generally, the final exercise should not only include the knowledge learned in the last class, but also involve some contents to be learned in this class. Most students can basically answer this question, but they can't fully understand the reasons. In this way, when teachers and students solve problems together, students will find what they don't understand and concentrate on listening in the next new lesson.
There are many ways to introduce new courses, and each teacher has his own unique teaching style. Teachers should also learn from each other, learn from each other's strong points and improve their lead-in skills. In short, the purpose of any lead-in method is to create a pleasant teaching atmosphere, stimulate students' interest in learning, and make classroom teaching teachers happy and students happy!