Reflection on animal cell teaching

Part 1: Reflection on animal cell teaching

I paid attention to the guidance in this section, and attracted the students' attention to the design experiment and got the experimental plan. This broke the limitation of the experiment in teaching only to make students accept the knowledge. Colleagues, attach importance to scientific methods, pay attention to how scientists discover and ask questions, how to experiment, how to think, how to solve problems, and let students learn scientific thinking and scientific methods through these. In the classroom, through the thinking and discussion of the expansion problem, the students are guided to select experimental materials, and then guide the students to: wipe → drip → scrape → paint → cover → dye. Through the experimental observation, the whole process of the process-based teaching is completed. In the process of teaching, it pays attention to the learning process of students, which is conducive to the transformation of learning styles, and can truly implement the “returning students as the main body” in biology teaching. In this process of learning, students not only learned the biological science knowledge, but also learned the basic skills and cultivated the scientific spirit of students to explore new knowledge.
advantage:
The knowledge goal is clear and the teaching process is simple.
insufficient:
1. Correct understanding of the teaching materials is not prominent enough. The knowledge objectives, ability goals and emotional value goals in the teaching objectives are reflected but not clear enough.
2. There is no effective questioning of the students' questions during the teaching process to achieve the purpose of reinforcement.

Part 2: Reflection on animal cell teaching

Through this lecture, I not only got the ability to exercise, but also learned a lot. Prepare lessons, teach classes, and evaluate classes. Let me feel that the collective wisdom is endless, and I have learned effective teaching experience from other old teachers and found my own shortcomings. For example, the arrangement of each link time and the unreasonable inspiration for the students, especially the experimental links.
This lesson is mainly about the experimental content. I carefully crafted the courseware before the competition. I also tried to use it in this lesson. The result is very good! It not only mobilizes the enthusiasm of students, but also increases the interest of knowledge! Using multimedia technology to assist in the display of difficult problems encountered in the experimental process, turning out difficult points and abstracting points into vivid animations, it is undoubted that the advantages of this educational technology are unmatched by traditional teaching methods. It has the interesting and intuitive features that traditional teaching methods do not have, which fully mobilizes students' enthusiasm, initiative and creativity, and breaks through the difficulties of teaching, so that it can more easily achieve the teaching purpose and make students happy and relaxed. Knowledge is gained in the environment, and knowledge is cultivated. Therefore, multimedia-assisted instruction has gradually become one of the mainstream of current teaching techniques.
Through the teaching of this lesson, I felt the importance of changing teaching methods and the happiness of good results. I also saw the students’ desire for innovation, exploration, and eagerness for performance, and also made me see the students. Great potential, greater developmentality, and plasticity provide the basis for me to give students more room for development in future teaching. I will continue to practice, constantly learn, and constantly reflect on constantly improving my teaching standards. Become a teacher and friend who is welcomed by students and achieve a realm of “teachers and friends”.
In short, in the future teaching, I will give full play to my own advantages, and more use of multimedia teaching will also learn from other teachers and learn from each other.

Part 3: Reflection on animal cell teaching

In the teaching design, we fully consider cooperative learning, so that students can boldly question and solve doubts in cooperative exploration. For example: Why do animal cells have no cell walls? The forms of discussion are flexible and diverse. The same table helps each other and group discussions. It provides a stage for students to fully express, cooperate and compete, so that students can collide with each other, flash sparks of thinking, stimulate expression and promote the development of creative thinking.
In the design and arrangement of the homework, in order to stimulate the students' interest in learning, cooperation and inquiry, the openness and expandable work of the homework can stimulate students' interest in learning and inquiry, as well as the knowledge acquired in the classroom. Can be better used to actually do a good migration.
Limited classrooms require our teachers to delve into the teaching objectives, learn through the textbooks, borrow the Internet, and use the classroom inquiry teaching reasonably to stimulate the students' unlimited potential and bring out the effectiveness and effectiveness of the biology classroom. Classroom teaching design reflects the spirit of student development and the concept of “rooting life and letting biological knowledge live in real life”. Whether it is the question or the solution of the problem, we will consciously create a more free space for students to actively observe, analyze and discover, so that students can truly become the main body of teaching.
In this lesson, my consideration of the time of the class is not comprehensive, the time allocation is not appropriate, and the level of questions raised by the students in the class is not enough, so that the students' feelings are not taken into account in the answer.

Part 4: Reflection on animal cell teaching

This section of teaching activities advocates independent learning, cooperative learning, and inquiry learning, trying to change the way students learn, guiding students to participate actively, boldly innovating, and willing to acquire new knowledge through personal inquiry. At the beginning of the school, the students explored the influence of light on the life of the mouse, and grasped the design of the control experiment. At the same time, through the training of the previous classes, most of the students had the basis for making the temporary installation of plant cells, and considered After the students finish the experimental class in this section, they will have to wait a while before going to the lab, so I will make full use of this lesson to consolidate and improve the knowledge that the students have learned before. First of all, through the independent combination of students' self-exploration and teachers, guide students to develop their own personality, ask questions, design solutions, further understand the process and methods of scientific inquiry, and consolidate the design principles of controlled experiments; Observe your own oral epithelial cells, further master the production skills and observation skills of temporary loading, and experience the fun of exploration; expand the experiment by showing the results of the inquiry, discussing the problems in the process of exploration, summarizing the experience of success and failure. On the basis of observing several animal cells, the basic structure of animal cells is summarized, and students are guided to design tables to compare the structure of animal and plant cells, improving the ability of students to compare and compare; through the display of "animal and plant cell model" The micro-structures such as cell membrane, cytoplasm and nucleus, which are difficult to observe, are visualized and three-dimensional, leaving a deep impression on students.
Because there are too many abilities to train students in this section, in order to ensure the smooth implementation of the teaching plan, the following must be done:
1. In the usual teaching, students should be encouraged to question and learn the habit of learning. I have always adhered to this philosophy, so students have raised many questions worth exploring in this lesson, such as why do you need to drip saline? Can I switch to other dyes? What is the difference between cells in oral ulcers and normal oral epithelial cells? Wait.
2, before the class, you must take a good mouth or bring a bottle of water, pay attention to safety when disinfecting toothpicks, do not puncture the mouth, the teacher is best to demonstrate.
3, some students feel that taking cells in the mouth is very disgusting, educating them to have a scientific spirit.
4. For the epithelial cells in the oral cavity, it is not as easy to plant as the tablets. The teacher should first make a piece of micro-projection on the screen, let the students understand what shape these epithelial cells are, and then observe them themselves. Students find cells and do not use the teacher to guide them one by one.
5. Due to the large number of students, it is difficult to ensure that each class of students is concerned in a class. Therefore, I can only train a competent assistant in each column. He is responsible for evaluating the experimental situation of each group in this column. Finally, the champion of each column is judged and the teacher gives a commendation.
I tried to accomplish the above objectives in this lesson, but there are also regrets. For example, some students did not master the focusing technique of the microscope and did not find the cells within the prescribed time. However, the basic teaching objectives of this section have been achieved. Even if some students' experiments are not successful, they also stimulate interest in inquiry. After class, students keep making appointments with teachers to conduct inquiry activities, and even buy a microscope to go home and practice. There is a strong interest in inquiry.

Part 5: Reflection on animal cell teaching

On the one hand, the students in the first grade are relatively short, and it is convenient to stand and operate. On the other hand, according to the number of people standing, the teacher can know the number of students who have successfully completed the observation in the class. Good control of the progress of the class. Of course, this stage can't take too long.
Although I have already studied the use of microscopes and personally operated the microscope, due to forgetting and unskilled students, students often encounter various difficulties in observation. Therefore, the role of the experimental report is particularly prominent here. Its use makes it easy for students to clearly identify the problems in their experiments, and also facilitates the guidance and help of teachers and other successful students. The encouragement, help and cooperation between teachers and successful students complete the experiment for all students. It is also very important. And after submitting the test report after class, it is good for the teacher to understand the mastery of all students.