Junior middle school students in rural areas of biological exploration and Thinking Ability

1、junior middle school students in rural areas of biological exploration and thinking ability abstract knowledge comes from practice, science and practice is that people understand and change the objective world and one of the important activities. biology is a laboratory-based disciplines of the stud

2、ents the basic skills training in biological science and cultivate a variety of capacities, the creation of innovative biological meaningful social practices, can help students a solid basic knowledge, to develop students intelligence, training students the scientific attitude and method of seeking

3、truth from facts. this article on how to develop students ability to do the biological exploration of the practice, practice, try to to give an outline. key words biological activity of practice first, the idea of the creation of social practice 1. identify the entry point for students in social pra

4、ctice, closely around the themes of social practice activities to further enhance the quality of the activities of social practice. students into the theoretical study of the major and difficult issues with real life, agricultural production, problems in combining identify entry, highlight the theme

5、, through social practice can really improve the overall quality and ability of students to ensure that the quality of social practice . as i school under the bridge next to the village food market has reached a scale farms have sold a lot of people within the edible mushrooms can allow students to

6、the farms on weekends through field investigation and searching for information online so that students themselves to fully understand the structure of mushrooms, nutritional value and reproductive condition and to enable students to understand their abstraction into a concrete understanding of the

7、development of the understanding and cultivation of edible fungus practice cases, the use of the surrounding environment, resources for students to learn to use the mushroom-related knowledge, stepped out of the classroom and applied in production practice, and the consolidation of the second volume

8、 of the textbook fungus the contents of this section. in practice, the activities also can make the appropriate knowledge transfer and capacity of extension, such as learning about the structure of edible fungi, reproductive and so on, and to investigate the nutritional value of common edible fungi

9、and cultivation techniques, learn to artificial cultivation of edible fungi and so on. this practice can change the dull, boring didactic teaching, the full development of the students practical ability to enable students to understand the natural course of practice, understanding of nature. 2. eman

10、cipate our minds, broaden their horizons, changing concepts, to provide students with more and better social practice base. a stable social practice base is an important guarantee for the quality of social practice is to improve the overall quality of an important foundation for the students. activi

11、ties of social practice in the future, we should further emancipate their minds, build a base to build more practice to provide students with a broader space for development and the stage, and gradually develop students practical abilities. yongkang city is chinas hardware capital, at the same time,

12、 rapid economic development has also brought environmental pollution. our school located in longshan town, a lot of manufacturers of aluminum refining. in the past, in addition to the regular recycling aluminum outside the firm, and many enterprises do not have environmental protection equipment, an

13、d some environmental protection while building a simple device, but it exists in name only. in particular, some small businesses simply do not have the capacity building of environmental protection equipment, recycled aluminum companies smaller, more scattered , and the concentration is low; scrap m

14、etal dismantling and smelting processing conditions poor, polluting the environment; every family aluminum and every household to smoke is on our side of smelting aluminum-intensive small businesses a true portrayal. in recent years, authorities have increased the intensity of environmental remediat

15、ion and clean up after a lot better than before, basically unqualified manufacturers have banned cut-off, but there are still a small number of recycled aluminum enterprises to adopt a day to stop production, night production approach, in order to cover up the pollution problems. the production proc

16、ess produces a lot of scum in the whole speculation ash generated in the process a lot of smoke. for me the school and the surrounding environment has a significant impact. under this situation, to enable students to develop investigations into school of pollution around the aluminum companies pract

17、ice of the program of activities to enable students to understand the refining of aluminum, metal refining pollution on the surrounding environment and so on, the consolidation of the fifth book in the common textbooks of material knowledge, cultivate the students to observe and the integrated use o

18、f knowledge. 3. the spirit of inspired consciousness, the principle of self-education to fully mobilize the enthusiasm of students and self-consciousness in social practice in training students in independent learning, analysis, observation ability. students interested in independent thinking and so

19、cial practice, to provide an excellent opportunity and conditions. we should mobilize their enthusiasm to participate in social practice and consciousness, in practice, to encourage them to independently accomplish the task, training them to analyze problems and solve the problem of independent stud

20、y, work capacity, and gradually develop students practical abilities. in response to this the creation of ideas to develop a flower cultivation and flower structure of observation and other practical program of activities. students in their own homes to establish a small botanical garden, planted fl

21、owers for students to separate, in this event, you can ask students to observe the independence of the process of plant breeding and a variety of phenomena, hands-on practice, cuttings, grafting, split-root, layering techniques, observed in the flowering season, flower structure and solve some pract

22、ical problems, practical ability to gradually improve. 4. social practice as the carrier, and vigorously promote the teaching reform, so that social practice to become an extension of classroom education and development. social practice is a special educational activities is a necessary complement t

23、o link educational practice. through social practice, can make up for teaching the theory divorced from reality that exist in some of the defects. we will be social practice as the carrier, the existing teaching content and methods of reform, out of the old teaching methods, thereby to enhance its o

24、verall quality of students and practical capacity-building. locust if the contents of this section, a simple textbooks, blackboards, slides, three-teaching, difficult to accomplish teaching goals. to this end developed a locust specimen collection and the production of practical program of activitie

25、s. allow students to nature, to practice, to understand the locust morphology, structure and nature of the living conditions and, through the collection of samples and production capacity to enhance students hands-on and observation capabilities, to develop students interest in learning, students pr

26、actice so as to achieve capacity-building. second, the implementation of activities of social practice (a) six principles 1. autonomy principle. social practices in the organization, make sure the object experiment - students have their own choice, rather than mandatory. 2. full principle. in the im

27、plementation of social practice activities, as far as possible to mobilize all the biology teachers and students are involved. 3. principle of openness. in carrying out that when the method is comprehensive, practical base is open. 4. the guiding principle. practical activities that students should

28、have a teacher or the guidance of agricultural technicians. 5. the development of principle. that is, different objects in various stages of practice, practices, requirements and the depth, breadth, it is not the same. 6. creative principle. that is, while students practical ability of students to f

29、oster their sense of innovation in order to imitate adults, on the basis of the practice of breakthrough innovation. (b) the implementation of three 1. practice the implementation of the objectives and tasks. allow students to participate in social practice, that is, school education into society, f

30、acing the society, a new educational concept to accelerate the pace of rural middle school students to explore the content of practical capacity-building ways and means to enable the practical ability of students have been improving at the same time , but also continuously improve the research capab

31、ility of teachers. the program of activities in the development of social practice, we must focus on activities related to the purpose and content of textbooks and knowledge, practical ability and extension of the migration, that is compatible with the classroom content, but also not be repeated, so

32、 practice the goal of education to be truly implemented. 2. practice of the curriculum implementation of the project. according to the grade biology curriculum, teaching and time needs, students interest and basis for, as well as the conditions of activities, from active content to guide teachers to

33、 identify, discuss, develop activity plans. plan should clearly active content and its purpose and requirements, develop a schedule of specific activities, including activities, time, content, location, head of the preparatory work and projects, and plans should be announced to all students. 3. a su

34、mmary of the implementation of practical activities. summary is an important part of practice, forms are limitless. such as organizing the exhibition of achievements can be displayed farming, cultivation of plants and animals or the production of biological specimens and other results; held briefing

35、 events played a role in promoting exchanges; gifts make gift; read the essay and so on. (c) the combination of two 1. with the combination of classroom instruction. classroom teaching is the basic organizational form of teaching biology, but to some extent, is also affected by time and space constr

36、aints, the need to adjust social practice extra-curricular activities, curricular and foreign secretary combined. practice programs and materials are not bound, according to student interest and the basis to expand the knowledge of the vertical and horizontal linkages, not only to the off-campus bas

37、e, into the heat of society to go, but also to make full use of the school classroom to implement, especially in skills education, its normative operation training, the teaching conditions have higher requirements, you can come to campus laboratory training, and then the individual guidance of pract

38、ical training in counseling, so that combined with classroom instruction. 2. land, when people combined. biology practical activities proceed from reality, according to the school and the surrounding conditions, needs, and arrangements for the contents of the case of students from time to time. if i

39、 plant around the school and is rich in natural resources in rural areas, you can study and collection of biological resources, practical activities such as production of specimens; can also be arranged crop cultivation, agricultural pest prevention and control of the investigation and the contents

40、of practical activities. in addition, i also set up a bio-school extracurricular activities, group practice, to carry out the inspection of local animal and plant resources, but also produced a large number of plant and animal specimens from local materials. biological productivity with seasonal act

41、ivities which should seize the favorable opportunity to arrange. activities should also consider the students love, knowledge base and age characteristics, content, breadth and depth and the quantity should be the appropriate form must be diversified. reposted elsewhere in the paper for free downloa

42、d http:/ third, the initial results of social practice 1. the students the intellectual has been the development of an integrated practice skills and the ability to solve practical problems to be improved. biology practice the basic shape of scientific research. for example, some teachers advise the

43、ir students to practice observation metamorphosis of rana, combined with the various problems encountered inspire students to carefully observe and compare a comprehensive so that students from non-depth, imperfect knowledge can be summed up gradually come to the right conclusions, and effectively f

44、oster and train the students observe the capabilities and the ability to identify and solve problems. for another example, students in the local ecological system, the organization conducted a survey and put forward a number of energy flow form, rational use of energy, promote agro-ecological system

45、, a virtuous circle. note that students can apply ecological knowledge to analyze, explain ecological agricultural structure is reasonable. it has trained students to use knowledge to analyze issues and solve problems. 2. the promotion of classroom teaching, improve the quality of teaching biology.

46、biology classroom teaching practice is an important complement to the development are interlinked and mutually reinforcing. to tie in with botany teaching, developed to carry out planting trees, flowers and grass and other sterile practices; to tie in zoology teaching, to develop the animal husbandr

47、y and observation, collecting specimens and other practical activities. biology practical activities also directly serve the classroom teaching. through practical activities, the production of a variety of biological specimens collected can be used as experimental materials and visual aids; can also

48、 assist in the establishment and management of biological experiments and laboratory garden; can also enrich the teaching content with the practical results, mobilizing the students interest in learning and so on. junior middle school students since the introduction of this social practice education

49、 has made enormous increase in test scores for each unit, in particular the final examinations in previous years, more than 10 points higher than the average. 3. to improve the students interest in learning and their expertise, setting a lofty ideal. practice is to train students in an effective way

50、 to chengdu. biology students to participate in practical activities, to have some interest in biology and expertise, but can become life-long ambition, it remains to be practical activities to further enhance and shape. students exposure to biologists to explore biological problems, understand the biology of