Exploration of teaching high school biology experiment5744.doc

exploration of teaching high school biology experiment abstract: biology is an experimental science, experiment is the main way to explore life science, biology teaching is an important component. so we should be based on the characteristics of, and actively explore how the teaching process in the experimental implementation of quality education to promote the overall improvement in the quality of students. keywords: teaching high school biology experiment strengthen the students of observation, experimental ability, thinking ability and self-learning ability is retold nine-year teaching obligation of one of the main features of the reform. in the new teaching material we use more than three years time, this feature greatly to biological teaching brings vitality. are only from how to arrange the issue of teaching about the experimental process of knowledge, attitudes, and practices. first, the clear purpose of the experiment to stimulate learning motivation of students psychology tells us that purpose is the result of human action, while the motive is to inspire people to action is the driving force. students a clear purpose of the experiment, consciously generate internal motivation of hands-on labs, test results will be very good. but the first day, second-year students curious, restless, strange experiment. some students thought that the experimental course to no avail. so than before the experiment requires students to clear the materials on the experimental purposes, but also clear the experiments in the production, life and other aspects of practical application. as microscope using a class, in order to enable students to better grasp the microscope, the relevant knowledge to enable students to understand and master as much as possible about the microscope, and then give students time to observe practice ready for loading film. class, i found many students secretly with flowers, butterflies, bees come to lab, but one could not wait to put into the lab under the microscope. i discovered did not criticize them, but told them: you are doing is in accordance with could not see anything, because your method of operation is wrong. we first experimental materials put away, and so learned the structure and use of microscope, the teachers and then teach you how to make a fitted sheet for observation. so these students an anjing speaking quietly seated listening, operation, and other students master the content of the experiment, i started to teach my students how to test materials loaded into tablets, how to observe under the microscope, and discuss with students observed under the microscope the structure, but also to enable students to observe the students take turns in order to produce their own film equipment. a class down, the students not only mastered the structure and use of microscope, but also learned film production equipment, more valuable is not my name they learn, but they need to learn. second, a careful analysis of materials, a good grasp of the type of experiment 1. textbook overview of experimental arrangement. the new materials will be teachers to do demonstration experiments, groups of students to do small experiments and experiments inside and outside class than reasonable to the relevant sections of text interspersed with the front, middle or back of each section to become an important component of teaching content section. we generally will be arranged in the middle of the text or text in front of the students called the exploratory experiment experimental groups (or exploratory experiments); the arrangement is called in the text later confirmatory experiments. demonstration experiment, and lesson, as the case inside and outside the small experimental can also be classified as both types of experiments, respectively, these two types of experiments in the distribution of textbooks in the table below. high school biology experiment type distribution 2. on two types of knowledge and perception experiments. ? exploratory experiments. exploratory experiment is not known to the experimenter in the context of experimental results, through their own experiment, explore, analyze, study concluded that the formation of scientific concepts to a raising activities. the content of this experiment did not learn new knowledge, students have novelty, prone to strong interest, to fully mobilize the enthusiasm of learning. as the experimental process is the process of learning new knowledge, to explore the process, on this basis will be able to learn the content of textbooks more deeply understand and master, if the specific circumstances under experimental and theoretical organically combined, the use of learning by doing stresses in the form of naturally formed a center of organizations teaching experiment of teaching. exploratory experiment in unknown circumstances, free from many restrictions and the impact of the students to think independently, to help students observe, analyze, problem-solving ability and the experimental operation, change the backward method of learning and thinking. as with the above exploratory experiments advantages, so the new material arrangements, 50% or more of these experiments. reposted elsewhere in the research papers download http:/ exploratory experiment requires the experimenter with a rigorous scientific approach and good experimental skills and some analysis, induction and comparison capabilities, these high school students with the quality of today there are still some distance, so exploratory experiment high school biology teachers must be guided by the careful arrangement and good results can be achieved. ? validation experiments. confirmatory test is the known results for the experimenter carried out to verify the results, to consolidate and strengthen the content knowledge, ability to develop experimental operation for the purpose of repeated experiment. the purpose of these experiments clearly the experimental procedure specification, the results are known, relatively easy to achieve purpose of the experiment. confirmatory test by the season, the class of factors is small, can be more flexible arrangement. but as a confirmatory test answers the riddle had been exposed as a lack of can not resist the attractiveness of the process the students experiment, the phenomenon and the results are often not be fully thought experiment is not easy to improve the quality. third, experimental procedures to guide students to master the methods and standards experimental step is to regulate the operation of the essentials students hands-on, only to understand and master to standardize operations, experiment to succeed. preview guide students before the experiment, the experimental procedure simplified by the fan, to seize every step of the key words for collusion among the experimental procedure achieve good experimental results. first, the teachers task is to demonstrate through precise, made it clear and to take effective measures to help students develop initiative and independence, so that students understand the various provisions of the various movements and the need to improve the students while learning into practice. in this way, the minds of students in the preliminary activities to establish self-regulatory mechanisms to provide for the conduct of the actual experimental operation of internal control conditions. then, after a partial grasp of cognitive activity oriented program, with practice and between activities practice began to form a complete chain of activities within the program. at that stage to focus on the formation of stimulus and response appropriate contact. such as the production temporary installation pieces, students must complete the whole process: drawn ? ? purification ? drip cap piece dyeing ? ? ? test observation, the reaction to complete the step of the operation has become the next stimulus, indicating that the contact form. fourth, education students to take care laboratory equipment, saving experimental materials before and after each experiment is doing, ask students must develop the habit of washing hands to avoid contamination experiments, laboratory instruments and reagents, samples, specimens, which led to experimental error, but also requires students to not do the action has nothing to do with this experiment to avoid damage to the experimental apparatus, and even accidents. to save experimental materials, such as onion epidermal cells in the production of the temporary installation piece, just enough to take an onion skin, do not get large, the other, such as len