As an excellent people's teacher, writing lecture notes is inevitable, which can effectively help us summarize and improve our lecture skills. So have you ever understood the speech? The following are three high school biology lectures that I have compiled for reference only. Welcome to reading.

Senior high school biology lecture notes 1 teaching material analysis

Metabolism is the basis of life activities. The chapter of metabolism occupies a very important position in the whole high school biology knowledge, and the metabolism of three nutrients, human and animal, is one of the core contents of this chapter. The content of this section is closely related to the compounds that constitute organisms, and it can be an extension and application of compound knowledge to help students better understand the functions of various compounds. The oxidative decomposition and energy supply of the three nutrients are directly related to the following types of cell respiration and metabolism. Therefore, how to complete the teaching of this section is very important.

The teaching content of this section includes three parts: carbohydrates, lipids, metabolic pathways of the three major nutrients in protein, the relationship between the metabolism of the three major nutrients and health, and the metabolism of the three major nutrients, which is completed in three classes. In order to complete the teaching better, I adjusted the order of the original textbooks, and every time I talked about the metabolism of a substance, I linked it with the relationship between health. In addition, I arranged sugar metabolism and protein metabolism in the first two classes, and the relationship between lipid metabolism and health and the metabolism of three nutrients were the contents of the third class, which not only avoided the problem of excessive concentration of knowledge in one class, but also handled the logical relationship between knowledge, highlighting sugar metabolism and protein metabolism, and also included all three in the third class.

Obesity, which involves lipid metabolism and health content, can be said to be a hot topic today. There are more and more obese people, and there are various ways to lose weight, which has a great influence on students. The new curriculum standard puts forward the idea of improving students' biological science literacy and paying attention to integrating theory with practice. Therefore, I put forward the central problem of obesity in teaching, and solved the relationship between fat metabolism and three nutrients metabolism from the central problem. Finally, to solve the obesity problem, we should strengthen the knowledge connection and strengthen the metabolic relationship of the three nutrients. This not only helps students to master metabolic pathways, but also helps students to establish the basic view that biology is a unified whole and dialectical materialism.

Analysis of learning situation

I am facing senior two students, who have active thinking and strong understanding ability, and can abstract rational concepts from perceptual materials under the guidance of teachers. They have a strong interest in learning biology and are willing to participate in the discussion of social issues related to biological knowledge. On the other hand, they are naive and sensitive. Students of this age are easily influenced by external things and lack the ability to analyze and identify the essence of things. They are the key stage of physical development. There are many unscientific ways to lose weight in society, media and entertainment circles. Students tend to blindly follow the trend and go astray, which affects their physical and mental development. Therefore, they need a scientific concept of diet and a correct aesthetic view.

Teaching objectives

Knowledge:

Tell the basic process of lipid metabolism.

Understand the metabolic relationship of three nutrients

As far as ability is concerned:

Try to analyze the causes of obesity with metabolic knowledge.

Using metabolic knowledge to guide the prevention of obesity

Emotional attitudes and values:

Feel the troubles of obesity, care for obese people and know how to respect others.

Understand the causes of obesity and form healthy eating concepts and habits.

Establish a correct aesthetic point of view, establish a dialectical materialist thinking method, and consciously achieve the unity of knowing and doing.

Form the consciousness of distinguishing right from wrong with scientific knowledge and the spirit of seeking truth from facts.

Teaching reflection

1, textbook: rational selection and reorganization

In teaching, I respect teaching materials, but I don't stick to them. Adjusting the structure of teaching materials is not only beneficial to the description of knowledge, but also convenient for students to establish the connection between knowledge and form the basic view that the human body is a unified whole. I won't go into details here.

2. For students: attach importance to the dominant position and improve scientific literacy.

The new curriculum system puts forward that students are the main body of teaching, and the teaching process should be "student-oriented", which requires teachers to have a correct role orientation in teaching, determine a correct view of students, highlight their main position in teaching, ask questions by students, think about methods by students, analyze problems by students, draw conclusions by students, and truly take "learning" as the center, so that students want to learn, enjoy learning and want to learn, and enter active learning.

In addition, "student-oriented development" should also refer to guiding students to participate in social activities, production practice and personal decision-making by using biological principles and methods, and proceeding from the reality of teaching content, so as to cultivate students' good psychological quality, sound personality, healthy physique and civilized and hygienic habits, that is, to improve students' biological science literacy.

3. Curriculum resources: extensively tap wisdom screening.

Biology is closely related to human life, and teachers can use some curriculum resources that students often come into contact with in their daily lives to teach. In this class, I made full use of teaching materials, students, internet, videos and other course resources, and received good results. However, it is particularly important for teachers to screen curriculum resources when preparing lessons.

Teaching materials are only a part of teaching resources. Only by selecting and integrating teaching materials reasonably can we better serve teaching activities.

Students are important curriculum resources. Life background, students' feelings and attitudes towards things, and methods to solve problems are all curriculum resources that I can use. However, we need to guide students' views and methods in time and accurately in teaching, rather than fully affirming them.

In this course, I collected a lot of information and pictures about fat metabolism, obesity and weight loss through the internet, but the class hours were limited and I couldn't show them completely. Besides, not all the information can be used by me. Only through our own screening and simple processing can we apply it to biology teaching and improve teaching efficiency, otherwise it will be counterproductive. (For example, information about black bears hibernating)

4. Teaching process: linking with real life to stimulate learning enthusiasm.

This lesson starts with real life, finds the key points and puts forward the central questions, so as to guide students into textbooks, then around the central questions, guide students to study textbooks according to the actual situation, apply biological knowledge and solve the central problems, and finally, teachers and students get out of textbooks together and guide their lives with scientific knowledge. In the process of integrating theory with practice, let students realize that biological knowledge is not a boring clause, but a treasure book of life, thus stimulating learning interest, improving learning efficiency and achieving the purpose of applying what they have learned.

Art is everywhere, and teaching is a profound art, in which the aesthetic feeling needs every educator to experience and, more importantly, to create.

Lecture Notes on Biology in Senior High School 2 I. Talking about Teaching Materials;

(A) the status and role of teaching materials:

"Water metabolism" is the key content of the second chapter of senior high school biology, which is closely related to the previous knowledge of cell composition, structure and plant root, stem and leaf structure. It also lays a foundation for future research on mineral metabolism, photosynthesis and respiration.

(2) Teaching objectives:

1, knowledge target

(1) Understand the imbibition and water absorption of plant cells; Transportation and utilization of water.

(2) Understand the principle of osmotic water absorption by plant cells, the way and significance of water loss.

(3) Through the experiment of separation and repair of plant cytoplasm wall, the principle of osmotic water absorption was further understood.

2. Ability objectives

Through theoretical analysis and experimental verification, students' ability to study and solve problems is cultivated.

3. The goal of moral education

Let students know the practical value of this course by connecting with the actual production and life, and enhance their awareness of caring about production and water resources utilization.

(3) Teaching emphases and difficulties

Teaching emphasis: osmotic water absorption principle, separation and recovery experiment of plasma and wall.

Because only by understanding the principle of osmotic water absorption can we understand the' conditions' of cell water absorption, various factors affecting plant cell water absorption, and the principle of intercellular water absorption and water loss in plants. By observing experimental phenomena, we can gain a perceptual understanding of the relationship between cell water absorption and water loss and environmental solution concentration, so as to deeply understand that mature plant cells are an osmotic system and the internal and external conditions affecting cell osmotic water absorption.

Teaching difficulty: Analyzing the osmotic principle, the plant cell is an osmotic system, which is the teaching difficulty.

Because in osmosis, water permeates from the low concentration side to the high concentration side of the solution through the semi-permeable membrane, which involves the combination of biological knowledge and physical knowledge, which is difficult for students to understand. In addition, it is difficult to guide students how to understand cell osmotic water absorption and water loss from experimental phenomena, so as to further understand that mature plant cells are an osmotic system.

In order to highlight the key points and break through the difficulties, multimedia-assisted teaching is used in the classroom to present the whole dynamic process of the small experiment of "infiltration device" and the experiment of "separation and repair of wall" to students, but in the hands-on experiment, the whole dynamic process is invisible to the naked eye. Through the dynamic demonstration of the whole process, complex problems are concretized and abstract problems are visualized. This kind of teaching situation has played a very good role in attracting students' attention, stimulating students' interest in learning and improving classroom teaching effect.

Second, teaching methods:

1, inquiry teaching method: This course is more rational, so inquiry teaching method is more in line with the teaching content. Create associations, ask exploratory questions to guide students to explore reasoning, and verify students' reasoning results with teaching media.

2. Intuitive teaching method: Using multimedia-aided teaching software, the static state is changed into dynamic state, and the abstract is changed into concrete state, which enhances the intuition and inspiration of the teaching content and enables students to better rise from perceptual knowledge to rational knowledge.

Third, the methods of speaking and learning:

Active learning method: By introducing doubts and demonstrating animation while speaking, students can gain perceptual knowledge, while teachers set doubts at different levels, which can stimulate students to think positively and explore knowledge actively, so as to better understand and master key and difficult knowledge and implement teaching objectives.

Fourth, talk about the teaching process:

(1) About Introduction:

The introduction of proverbs creates a relaxed learning situation and stimulates students' thirst for knowledge. As the saying goes, "Man struggles upwards, while water flows downwards", how does a big tree absorb and transport the water in the deep soil to the treetops? What role does water play in plant life activities? In this lesson, we will discuss the absorption, transportation, utilization and loss of water, that is, the process of water metabolism.

(B) on the new teaching arrangements

1, let students know the structure of plant root tips. Teachers use animation to demonstrate and explain at the same time. The purpose is to let students review what they have learned in junior high school. The main organ that absorbs water is the root, and the epidermal cells in the mature area are the most active parts of the root to absorb water, so as to prepare for understanding that mature plants are an osmotic system.

2. Using multimedia to demonstrate "infiltration device experiment"

Create a scene and ask: What will happen to the equipment after a period of time? Why? Will the liquid level keep rising?

The students speculated that:

A, the water in the beaker enters the funnel

B, more water flows into the funnel from the beaker than out of the beaker from the funnel.

Using computer animation to demonstrate the process of water molecules entering and leaving the semi-permeable membrane from the microscopic aspect, verify scientific reasoning, clarify the properties of the semi-permeable membrane, and verify the correctness of B.

Finally, teachers and students * * * sum up: the conditions that the infiltration device should have:

(1) Conditions of infiltration device:

First, semi-permeable membrane.

B there is a concentration difference between the two measurements of the semipermeable membrane.

(2) Permeation: the diffusion of water molecules or other solvent molecules through a semi-permeable membrane.

[Go to the next query topic]

Put forward the inquiry question: Why do mature plant cells absorb water mainly through osmosis? Do cells also have infiltration conditions?

Show the structure of mature plant cells, and compare it with the osmotic device to cultivate students' ability to transfer knowledge. Through comparison, it is verified that mature plant cells are also an osmotic system.

Teaching prediction: most students may regard the cell membrane as a semi-permeable membrane, and the teacher explained that the protoplasm layer has the function of semi-permeable membrane.

Doubt introduction: Since mature plant cells are an osmotic system, how to design some experiments to verify them? How does the cell shape change when it absorbs or loses water?

3. The teacher demonstrated the animation "Experiment on the Separation and Repair of Plant Cell Plasma Wall" by computer, and questioned: What is the reason for the separation of plasma wall? What substance is filled in the gap between the cell wall and the protoplasm layer? Why? Can dead cells be separated from the plasma wall? What are the requirements for the concentration of external solution? What happens when cells that have been separated for a short time are put into clean water?

Finally, teachers and students * * * concluded:

[cell liquid]

[cell fluid] > [extracellular fluid] cells permeate and absorb water

Ask the students to discuss: What will happen to cells if NaCl solution is used instead of concentrated sucrose solution? In this way, students' knowledge can be fed back in time, and students' conclusions can be verified through animation.

Put forward the question in connection with the reality of life: epidermal cells in mature areas have large vacuoles, which are mature plant cells and absorb water through osmosis. Under what conditions will these epidermal cells with root hairs absorb water from the soil? This is consistent with the fact that the cells in the mature area are the most active parts of water absorption.

Discussion: Agriculture advocates "thin fertilizer and diligent application". If too much fertilizer is applied at one time, it will easily lead to "seedling burning"? Why? Please explain it according to the infiltration principle learned today.

By connecting production and life practice, students can apply what they have learned.

4. Computer animation simulates the whole process of water absorption, utilization, transportation and loss of plant roots, which not only shortens the teaching time, but also makes students understand more thoroughly. Give daily examples and ask students to sum up the significance of transpiration.

(3) Class summary according to the actual situation: When transplanting plants, attention should be paid to protecting the root hairs of plants and removing most of the leaves, so as to facilitate the survival of plants and make students realize the importance of water. Unify the two parts of knowledge and further consolidate new knowledge.

(4) Classroom practice, feedback the teaching effect and find problems in time.

Verb (abbreviation of verb) effect prediction;

In the teaching of this course, through introducing proverbs to stimulate interest, and through intuitive dynamic demonstration, we can give students a dynamic and realistic sense of life phenomena and processes, highlight key points, penetrate water and break through difficulties, so that students can understand and accept the contents of the textbook more easily, and at the same time cultivate their observation thinking ability and knowledge transfer ability. Teachers' comments and summaries, on the one hand, unify the understanding, on the other hand, give students a more correct view for reference.

Lecture Notes on Biology in Senior High School 3 I. Talking about Teaching Materials:

This article is an explanatory article, which introduces the knowledge that biological migration through unnatural ways may cause harm to human beings. The title of Biological Intruder is vivid and attracts readers' attention. At the beginning of the article, the object of explanation is introduced, and then what is a biological intruder and its harm are introduced in detail. Then it analyzes the reasons and ways of the increase of biological invaders, and then writes out the different attitudes of biology and ecology to "biological invaders" and the corresponding measures taken by countries all over the world. This is explained in a logical order. Clear thinking and clear hierarchy.

Second, the teaching basis:

Students are familiar with foreign invasions, but there is no concept of "biological invaders". We can change from the familiar alien invasion mode to the unfamiliar "biological invader" thinking, which will easily arouse students' interest. Secondly, one of the purposes of reading scientific articles is to screen information. This article only allows students to grasp the central sentence, sort out and summarize the contents of each part and understand the general meaning.

Third, talk about teaching objectives:

(1) Knowledge and ability goal: 1. Accumulate vocabulary, master the pronunciation and meaning of words such as "plunder, habitat, fencing, blame", understand the meaning of words such as "doomed, colorful, helpless, natural selection, indifference", and learn to use them. 2. Understand the knowledge of ecological environment introduced in this paper, and understand the situation of biological invaders.

(2) Process and method objective: 1. Clear the order of this article, grasp the content of the article as a whole, and improve the reading ability of popular science. 2. Analyze the interpretation methods used in this paper to achieve its expressive effect.

(3) Emotion, attitude and values: understand the biological "pollution", strengthen the awareness of prevention, and strive to build and protect the home.

Fourth, talk about the difficulties in teaching:

(1) Key point: Make clear the interpretation order of this article and master the interpretation methods used in the article.

(2) Difficulties: Guide students to understand: How to treat "human intervention" in the process of species migration? Why are the two conditions of "not competing with similar foods" and "not being harmed by natural enemies" emphasized in the process of forming "biological invaders"?

Five, said the teaching method:

1. Students mainly study by themselves. Teachers design reading topics, guide students to read independently, help students grasp the content of the text as a whole, and explore the interpretation skills of the article. Teachers only give necessary guidance.

2. Discussion method. Students can ask questions freely, explore and solve problems together through various forms of discussion and cooperation.

Preparation of teaching AIDS for intransitive verbs;

mixed-media

Seven, schedule:

1 class hour

Eight, teaching process theory:

(1) Lead design: According to Guangming Daily (June 20xx 12), the "plant killer" Mikania micrantha-Neilingding Island in Central and South America is spreading rapidly. They are like huge nets, shrouded in the darkness of beautiful litchi trees, banana trees and acacia trees. Trees die silently because they can't get sunshine, flowers and green grass wither because they can't get fresh air, and the land on the island is becoming a wasteland. Neilingding Island, known as the "plant paradise", may be destroyed by Mikania micrantha. So why is Mikania micrantha so destructive? Let's look for the answer from the biological invaders who entered Mei Tao.

(B), students read the text independently, teachers design questions to guide students to read independently (multimedia display)

1. Voice keywords.

Please summarize the knowledge about biological invaders introduced in this article in your own words. (not less than 5 points)

3. Make clear the order of this article.

4. What explanation methods are used in this paper? Find out and talk about their expressive effects. Students think independently and then communicate in groups. The teacher chooses the leaders of five groups to communicate with the whole class, and each group is responsible for a small problem.

(3) Students are free to ask questions, and students will discuss and answer questions. Teachers will organize student activities and give necessary guidance.

1. Each group takes turns to ask questions and discuss and solve them in the group. If you can't get a satisfactory answer, ask the teacher questions.

2. The teacher classifies and summarizes the questions raised by the students, and then demonstrates them, and the whole class discusses and solves them. Questions that students find difficult to answer may include:

(1) How to understand "human intervention" in the process of species migration?

(2) Why emphasize the two conditions of "no competition from similar foods" and "no harm from natural enemies" in the process of forming "biological invaders"?

(3) Do you know other "biological invaders"? Have you ever found biological invasion in your life?

(d) Teachers show the materials collected by students: Students can freely show the relevant materials of "biological invaders" collected after class. Teachers can also use the information at hand to introduce some examples of biological invasion:

① In China, a South American aquatic plant, Eichhornia crassipes, greatly reduced the water area of Dianchi Lake in Kunming, and the local climate was obviously dry. There were 68 species and 38 species of fish in the lake.

② In Western Europe, a North American shrimp disease is attacking local shrimps, causing local shrimps to disappear in many rivers.

In the Mediterranean Sea and Adriatic Sea, a Pacific seaweed covers 3000 hectares of the sea floor. Wait a minute. It seems that "biological intruders" may invade at any time today, and China must take strict precautions against "biological intruders".

(5) Migration and expansion:

1. Collect information about "biological invaders" and organize a seminar on "Talking about biological invaders" in the class.

2. Use the Internet to search for information about biological pollution, sort it out and tell students.

(VI) Class Summary "Biological Intruder" is an expository article, which uses logical order to explain things, with clear thinking and appropriate explanation methods. It is a normative expository article, and its writing method is worth learning from for beginners. The knowledge about biological pollution introduced in this paper should be learned to use, improve awareness of prevention, strengthen ecological awareness, understand the value of local natural scenery, and resist the invasion of foreign creatures.

(7) Blackboard design:

What logic is this?

How's the biological intruder going?

What are the orders?

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