Reflection on single cell biology teaching

Part 1: Reflection on Single Cell Biology Teaching

Compared with the original textbooks, the "Single Cell Biology" section of the 20XX version of the New Seventh Textbook has the following changes: 1. Added an introduction to eye worms, and as an introduction to this section, it is proposed why single-celled organisms can live independently. problem. In the after-school exercises, the classified status of the eye worms was discussed openly. 2. The structure diagram of the paramecium was redrawn. The new map is bigger, clearer and more three-dimensional. Another highlight of the section is that there has been no change in the discussion of the relationship between single-celled organisms and humans. How will Teacher Dong Mingming from Huafu implement teaching? With such questions, I walked into the first class classroom of Huafu.
Before the class, it is a student-defined topic. This is a feature of Dong’s class. A boy demonstrated his own PPT: "Dill", which is the kind of filiform lobed, open five-pointed star red flower, commonly known as "five-pointed star flower" climbing flowers. The student was introduced by the five-pointed star of the Red Cap on the head of Pan Dongzi in the "Sparkling Red Star". The picture shows the life history, characteristics and related literary works of this plant. The level is quite high. The event takes about five minutes.
Subsequently, Teacher Dong organized the students to review the structural levels of multicellular animals and plants, introduced the names of common multicellular organisms, and then introduced the cell structure names and functions of Paramecium. After the introduction, Mr. Dong asked the students to draw the structure of the paramecium on the draft paper and label the structure name. The teacher himself also draws on the blackboard. Huafu students are very powerful and unforgettable. They are generally well painted. Next, the teachers and students discuss two questions: 1. How does the paramecium live? 2. How does paramecium affect the environment? The students spoke very enthusiastically. Finally, Teacher Dong played a video introducing various protozoa.
After class, I exchanged opinions with Teacher Zhao Huilan who was with the post. Students' pre-class lectures are a good form that can motivate students to learn, and because they are taking turns, one class per class does not take up too much time for students. But if the student's speech topic can have a scope limit, such as related to this chapter or the theme of this module, will it be more conducive to the current study of the speaker and the audience?
For the eye worm, Mr. Dong did not mention it in class. Although the body structure of single-celled organisms has many similarities, I think it is still necessary to carry out some learning activities around the eyeworms. For example, after talking about paramecium, compare the similarities and differences between the structure of the eye worm and the paramecium, and then speculate on the lifestyle of the eye worm, which should be very meaningful.
In addition, the main use of static pictures and text descriptions in the classroom is debatable. For single-celled animals that are invisible to the naked eye, students do not have the corresponding life experience. Teachers should provide intuitive teaching materials that reflect as many aspects as possible on single-celled organisms, such as models and videos, which will enable students to have an intuitive experience as well as A section in the laboratory to observe the paramecium laid a foundation.
Finally, the stress response of paramecium is also a teaching focus, and more time and energy should be allocated for discussion in this lesson.
Of course, there is no best teaching design in the world, only the most appropriate, the above ideas, maybe only for my own work.

Part 2: Reflection on Single Cell Biology Teaching

The section "Single Cell Biology" mainly uses the paramecium as an example to teach the experiment of the single-celled organism "observing the paramecium". The experimental design of the reaction of the paramecium to the external stimulus is changed to the inquiry experiment, and the collected data is added. At the request, try to turn this lesson into a lesson that stimulates students' interest in learning and develops their abilities, and fully realizes the purpose of communication between teachers and students and communication between students and students. Through this lesson, students can further develop their multi-faceted qualities and enhance their interest in biology. So what the students have to do in class
Before class, students use their own methods to collect a large amount of information about single-celled organisms. They have great enthusiasm to discuss with teachers and classmates, greatly increasing their ability and opportunity to acquire knowledge and exercise their thinking.
During the course of the class, the students first describe the shape, movement, feeding, digestion, and breathing of the paramecium in their own language, which makes the classroom look interesting and interesting, and also makes me feel the rich imagination of the students who have not been tied. In the following inquiry experiments, different stimulating factors were used to stimulate the paramecium, and the stress response of the paramecium was observed, and the corresponding conclusions were drawn. In this way, the teaching requirements in the textbook can be effectively completed, and the observation and expression ability can be exercised.
This way of processing textbooks and designing this lesson can fully mobilize the enthusiasm of students and greatly stimulate students' various potentials. Students have deep memories and good teaching results. This kind of instructional design not only teaches new knowledge, but also exercises various abilities. It embodies that teaching activities are a process in which students continuously ask questions, discover problems, and solve problems. In this process, teachers guide students to participate in learning and innovation. By. In the teaching process of this section, teachers and students fully enjoy the fun of active learning.
Inadequacies:
1. Subject to the limitations of experimental materials, the classroom time is not well grasped, and some are loose before and after.
2. The discussion of the inquiry experiment is not very sufficient.
3. If the collection tube and the telescopic bubble of the paramecium are designed as dynamic courseware, it will have better effect.

Part 3: Reflection on Single Cell Biology Teaching

This lesson focuses on the study of single-cell biological structures, life, and their relationship with humans, using paramecium as an example. This class is closely related to the student's life. Before class, I arranged for students to use the resources they could to search for the types of single-celled organisms and to summarize their main relationship with humans. This lesson is mainly to play the role of students. The students first introduce the types and status of single-celled organisms, and then the teachers guide the study of the morphological structure of the paramecium and the eye worms, and finally speak in the form of group presentations to explore single-celled organisms. It is also beneficial to human beings and makes them harmful. This class has an active classroom atmosphere, and students have a better absorption of knowledge.
However, in this lesson, the experiment of observing paramecium has no way to carry out for various reasons, and the students appear to be somewhat disappointed; if this experiment can be carried out, the teaching effect will be better. At the same time, the problems of individual students during the course of this class did not answer on the spot. My own extracurricular knowledge also needs to be continuously learned and accumulated.

Part 4: Reflection on Single Cell Biology Teaching

In the teaching process of this section, it mainly focuses on two themes: one is the structure and life of single-celled organisms, and the other is the role of single-celled organisms in the biosphere. The first theme is the basis of the second theme.
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The first theme, starting with the exploration of the shape and movement of paramecium, mobilized students' enthusiasm for research on single-celled organisms. In this session, the students not only observed the unique shape of the paramecium, but also found that the paramecium mostly rotates forward, and the depressed mouth meets the water flow, and only retreats when encountering obstacles. , adjust the direction and move forward again. In order to clearly see the paramecium, we used cotton fiber in the experiment. The amount of cotton fiber is critical. Too much will affect the field of vision. Paramecium is looming between cotton fibers; too little is difficult to hinder. Some students have found that if the paramecium broth cultured happens to have an organic mass, it will attract a lot of paramecium to feed, so that even if the cotton fiber is not put, the paramecium will gather in a group and it is easy to observe. the study. Individual students even used cameras and other equipment to capture the activity of paramecium. Therefore, in the follow-up class experiment, I changed the method of taking the surface layer culture solution, but the shaking of the culture liquid was even, so that the bottom sediment can be taken when the culture liquid is taken, so that the students can see when they observe. The paramecium in the food greatly improved the experimental results.
When analyzing the characteristics of single-celled organisms, students' knowledge of biological groups has reached the level of three-category classification, but which specific structural features belong to plants, which are animals, and which are still in perceptual knowledge, not systematic and accurate. Therefore, in this lesson, it is necessary to clarify the classification criteria of the morphological structure of living organisms, to help students understand the differences in the cellular levels of various types of organisms and the basic lifestyles determined thereby, thus discovering the structure and lifestyle of single-celled organisms. Based on diversity, it is a positive and effective attempt to elevate the five-category classification in a higher-level class and improve the level of cognition.
The role of the second subject single-celled organism in the biosphere is based on students. Based on the information on single-celled organisms before class, students have already understood the living environment and lifestyle of many types of single-celled organisms, so this part is the extraction and sublimation of the data, from the structural characteristics of the organism. And lifestyles deduce their role in the biosphere. Some students in each class can point out that there are producers such as Chlamydomonas in single-celled organisms, consumers such as paramecium, and decomposers such as yeast; they can play an active role as well as an ecological disaster. Under the premise of not emphasizing the relationship with human beings, students can more comprehensively analyze the ecological effects of single-celled organisms.
Exploratory:
Self-exploration
In this section of the teaching, we made a few attempts, such as the completion of the single-cell biological data in the pre-class preparation, not only can produce relevant thinking, but also leave more discussion time for the classroom; textbook observation paramecium experiment Cotton is required. This class is decided by the students themselves. It is allowed to use electronic equipment such as cameras to leave photos and video materials that they think are desirable. In the second class, they will share in the class.
2. Simulation
In the content of the five-category classification, the standard is not directly given. Instead, the single-celled organisms such as the eye worm are used to analyze their structure and life characteristics, which is different from the previous understanding of plants and animals. The concept of biology; in the process of analysis of E. coli, the difference between bacteria and fungi is introduced, and the concept of prokaryote is proposed; this part guides students to understand some ideas of scientific research by simulating the process of generating new concepts, so that learning is closer. Scientific research.

Part V: Reflection on Single Cell Biology Teaching

Success:
It is the first time for students to observe living materials with an optical microscope. The real experience that children get through hands-on trials is especially precious and cannot be replaced by any other learning process. The joy and pride brought by successful attempts have become the driving force for continuously promoting students' knowledge and ability to exercise. In the classroom, students start with the most interesting observation experiments, and constantly encounter problems, and then actively seek evidence and seek solutions. Such a learning process embodies the characteristics of the wave of advancement and spiraling of the inquiry activity, and also makes the penetration of the scientific method subtle and subtle.
Inadequacies:
The use of a microscope by a student is a gradual process that is ripe to make perfect. Tracking the life activities of paramecium under high magnification is a new challenge for students. If you want to be handy, it will take time. In the experiment, the students repeatedly said without regret: "The lost, and lost." The students' eyes have long been reluctant to leave their microscope field, and they have not given students more time to try again in the classroom. It is indeed a pity. But fortunately, it can be compensated by after-school inquiry activities. After-school inquiry is more autonomous and innovative than a time-limited class. During the course of the students' exploration of the stress of the paramecium, most of the students still chose to observe with a microscope. Obviously, this is also related to the lack of observation time in the classroom. While using a low-magnification objective to observe the response of the paramecium to various stimuli, the students switched to high-powered mirrors from time to time to continue tracking the paramecium, and the rigorous and focused attitude was impressive.