Experimental report on guiding learning teaching mode in biology teaching

Biology is an experimental science. The new Biology Program promotes curriculum concepts for all students, improving bioscience literacy and inquiry learning. Inquiring learning is to let students learn in the process of active participation, let students acquire knowledge in the activities of inquiry, understand the working methods and thinking methods of scientists, learn various skills needed for scientific research, comprehend scientific concepts, and cultivate science. spirit. At the heart of this way of learning is the inquiry activity for the problem. When students face various problems that confuse them, he has to find an answer. When solving problems, we should reason and analyze the problems, find out the direction of problem solving, then collect facts through observation and experiment, and form an explanation of the problems by summarizing, comparing and statistically analyzing the obtained data. Finally, through the discussion and exchanges, further clarify the facts, discover new problems, and conduct more in-depth research on the issues.

Based on this background concept, the teaching mode will also undergo fundamental changes in teaching, and the biology class will carry out more activities such as experimentation, discussion and communication. The guided learning teaching model is built in this context. The specific model structure: problems - reading, experiment - analysis, reasoning, induction, discussion - conclusions.

In the process of using this model, I have the following feelings:

1. Under the guidance of teachers, students can bring questions to read, analyze, and discuss materials to achieve the purpose of solving problems. For example, when learning "airborne animals", teachers can guide students in this way; think about it, what problems must we solve first in order to fly freely in the sky? The students said after thinking; first, they solved the problem of motivation. The second is to solve the problem of gravity. The teacher then asked the question: How did the bird solve these problems? Guide students to think, let students take problems to read, read, discuss, communicate, and draw conclusions. This will not only improve students' interest in learning, but also change the way they learn, and meet the requirements of the new curriculum.

2. Rational development The effective use of all available course resources is a key condition for achieving the objectives of the course and transforming the way students learn. Knowledge, skills, experience, methods of activity, etc. are all curriculum resources. When studying the "animals living in the water", for the students living in my places, there is not much knowledge about the animals in the water, and they can't do experiments in class. The students lack the emotional understanding. At this time, the teachers should guide the students to develop. Your own curriculum resources. For example, when learning the role of the fins, guide the students to think about them: What role does the paddle and the paddle boat play? Why do you die when you learn to leave the water? Teachers can guide students to remember: What kind of hair is in the water? What is it like when coming out of the water? This makes it easy to understand the knowledge and solve the problem.

3. Informatization is the general trend of economic and social development in the world today. The new curriculum focuses on the integration of modern information technology and new biology curriculum. This can effectively apply the advantages of digitalization to achieve learning goals. Teachers use the prepared presentations and multimedia courseware to guide students to learn or as a resource for students to learn independently. In the course study, using a variety of tools such as word processing, graphic image processing, and information integration, students can reorganize and create the course learning content, which not only enables students to acquire knowledge, but also helps students to construct knowledge. However, when the teacher produces multimedia courseware, the design of each knowledge point and each link is too perfect. Under the guidance of the teacher, the students can master the knowledge and complete the teaching task. However, there are also drawbacks. This is that students' self-learning is not in place, and there is a lack of independent inquiry in the process of acquiring knowledge. This question is the problem I found and the aspects I am trying to improve.