Summary and plan for the review of high school biology

Thanks to the City Teaching and Research Center for giving us the opportunity to ask for help and ask for help. Now we will report the past review ideas of our school and the review plan for the next school year to the following.
I. Past review strategies Our school, like other brother schools in the city, is also a three-round review method. The focus, class and schedule of each round of review are different, as follows:
1. First round review
1.1 The focus of this round of review The guiding ideology of this round of review is to lay a solid foundation and to fully explain and explain the knowledge points on the textbooks required by the Syllabus. There should be no omissions, including the small characters of the three books. Read the material and the sidebar. The content of the three books is closely related to the content of the required books. We asked for understanding during the first round of review, especially to understand the knowledge points and common biological phenomena associated with the compulsory content, and to deepen the compulsory content. Understanding.
In the review, how to do not miss the knowledge point, our approach is, in the collective preparation of the class, one person reads the "syllabus", others mark the book, and mark the level of the knowledge point requirements and "examination notes" The requirements for this knowledge point. For each knowledge point, the standard that is thoroughly clarified is to straighten out the relationship between the knowledge points and the various aspects of the knowledge points in the textbook according to the internal relations, so as to deepen the understanding of this knowledge point. A round of review is only to properly link the knowledge points that are related to the three books around a certain knowledge point, and does not expand.
1.2 The ability requirements in the "Explanation Notes" are reflected in the review process of the basic knowledge. "The "Explanation Notes" is within the scope of the "Syllabus", and the requirements for the test of the candidates' ability in the college entrance examination are put forward. Guideline. Based on the characteristics of the first round of review, we focused on the ability of the test instructions to penetrate the review process to varying degrees.
Through a round of review to develop students' understanding ability, our approach is to follow the requirements of the "Description", not only to know the meaning of basic concepts, principles and laws, but also to know their causes and effects, applicable conditions and scope. Develop students' understanding skills.
In cultivating students' understanding of the expressions of concepts and laws, our approach is to transform the forms of graphs and curves into textual expressions in order to cultivate students' ability to express words. In addition, in turn, the text is converted into a curve.
In terms of using basic knowledge to develop students' reasoning ability, our specific approach is to put forward the knowledge or experimental results that have already been learned, and then let students analyze which problems can be explained by the results.
Using the basic knowledge of textbooks to develop students' ability to "design and complete experiments", our approach is mainly to allow students to simulate textbook experiments based on the existing experiments on textbooks.
In terms of developing students' ability to acquire knowledge through basic knowledge, our specific approach is to let students self-learn some chapters of the textbook and then let them summarize the knowledge structure of the chapter.
In the use of basic knowledge to cultivate students' "analytical comprehensive ability", our specific approach is: require students to convert some basic knowledge of textbooks into graphs, curves, data, and quantify the phenomenon of life. These transformations and quantifications, which were previously done by teachers, are now done independently by the students themselves, which is of great benefit to cultivating their abilities. In addition, in a round of review, we will also have a shallow connection between the basic knowledge of textbooks and related production and life issues.
1.3 Basic classroom mode of a round of review In the first round of review, the knowledge that students have learned in the past has been largely forgotten, and some even have new knowledge that has been contacted since the end. Therefore, the classroom model we use has similarities with the new lecture: knowledge Speak in detail, face masks. The difference between the new lectures and the new lectures is that the teacher is speaking more than the new lectures, and the time spent is relatively short. Second, the contents of the other chapters are also brought together. It is from the first round of review to start a small-scale contact; third, after the students review, the teacher puts more thinking questions than the new one.
1.4 Setting of Exercises Like our brothers' school, we will review the review materials in large numbers before reviewing them, and select the best quality one. In the first round of review, we will focus on this workbook and only supplement it appropriately. delete. A round of review of the exercises is done by selectively speaking and minimizing the time spent on practice.
2. Second round review
2.1 The focus of this round of review The guiding ideology of this round of review is to strengthen the backbone knowledge based on the foundation, strengthen the connection of knowledge within the discipline, and enable students to establish their own knowledge systems. The specific methods are as follows: First, in accordance with the internal relationship of the textbook knowledge, guide students to compare the knowledge of different chapters, and let students organize themselves into forms. The second is to use the method of drawing concept maps to link the relevant content according to their logic. The third is by proposing ways to think about it.
2.2 Through the second round of review to strengthen the ability to train in the second round of review process, mainly to strengthen the ability to train students in the following aspects.
Strengthen the cultivation of experimental ability. The specific method is as follows: First, when reviewing each chapter, the experiments implied in the experiments and textbooks marked in the textbooks are changed into experimental designs. Second, when conducting experimental special training, the students are guided to summarize the basic principles of the experimental design and the design skills. Third, intensive training, allowing students to carry out more experimental design training, doing middle school.
Strengthen the cultivation of knowledge, recognition and expression skills. This round of reviewing our approach is similar to the first round: one is to “translate” the text in the textbook into a chart; the second is to “restore” the chart into words. The difference is: First, increase the exercise of the chart title, cultivate the ability of students to extract information from the chart; second, combine multiple physiological processes to form a large chart.
Strengthen the ability to analyze problems and apply basic knowledge. The non-choice questions in the college entrance examination questions are almost always analyzed through analysis, and then choose which basic knowledge to apply. Therefore, in the second round of review, we select the short answer questions in a targeted manner, and thoroughly explain, so that students can establish a bridge between basic knowledge and questions, and learn the ability to apply basic knowledge to solve specific problems.
2.3 Classroom Mode of the Second Round Review Class In the second round of review, students who have turned the textbooks have a feeling of deja vu, and they are bored for a long time. Moreover, the third year students are working overloaded almost every day, and it is easy to physically and psychologically. A sense of fatigue leads to inefficiency in the classroom. So we avoid simple repetitions, often giving them a new face in the way they review and the form in which they are presented.

Asking questions from another angle not only makes students feel fresh, but also deepens their understanding of the textbooks. The specific approach is to present the main content of this lesson in the form of questions with thought value on the blackboard.
2.4 Practice setting This round of review is mainly for teachers to read a lot of information, set their own questions, try to avoid using the problem. Specifically, we distribute all the information in hand to the hands of each high school teacher, and screen out the high-quality questions in the relevant chapters of each workbook, and put together the questions. Wrong questions, together form a question.
3. Third round review
3.1 Focus of this round of review The focus of the third round of review is to check for missing vacancies. Including knowledge, misunderstandings and blind spots in answering techniques. In the course of this round of review, teachers pay attention to the study of new information, pay attention to social hotspots related to biology, and strengthen possible test sites. Students mainly read the book against the wrong questions, find out the reasons for the mistakes, and eliminate the possibility of mistakes. If the students themselves are difficult to solve, they ask for more questions and leave no sequelae, so that students can have a peace of mind and they are likely to be full of Confidence stepped into the test
3.2 Through this round of review, consolidate the ability to train the third round of review to play the role of consolidating the ability of the second round of review training, especially the experimental design ability. The specific approach is as follows: to consolidate relevant capabilities by selecting issues involving textual expression, mapping, opinion evaluation, and connection with actual and social hotspots. By presenting the purpose of the experiment, students can think about the design ideas and the techniques of answering questions to cultivate students' experimental design ability. In addition, the strengthening of the ability to examine questions is also an important task in this round of review.
3.3 The third round of review of the classroom mode of this round of review, we have not found a satisfactory basic classroom model. We generally do this: First, the teacher presents the task of this lesson on the blackboard as a reference for student review, and explains the time allocation. Including specific requirements for students to reflect on which knowledge points, to what extent; see the wrong points of relevant knowledge points. About 30 minutes. When the students are looking at the questions, the teachers have individual counseling and Q&A. Then about 5 minutes to point out the error-prone, easy-to-mix, and related to production, life, and hotspots in the knowledge points covered in this lesson. It takes about 10 minutes to explain the two analysis questions and one experimental question in the test questions or exercises, focusing on how to extract information from the questions, thus linking the questions with the basic knowledge, and the ideas and techniques of the experimental design.
3.4 setting of the exercise;
This round of review, two sets of comprehensive test questions are required every week. Through the comprehensive examination, we emphasize the importance of the accuracy and completeness of the assignment, review and expression of the time. When the subject test is low, the score of the multiple-choice question is low, and the importance of the multiple-choice question does not attract enough attention. After the synthesis, a multiple-choice question of 6 points, accounting for 1/12 of the total score of the creature, must be treated with caution. In addition, we supplement some of the experimental questions and hot topic analysis questions, and also systematically supplement the feedback questions, because the previous wrong questions are often caused by confusion of questions or knowledge points, and some students often do not complete the wrong questions, so they need Teacher added. The third round of supplementary questions are generally accompanied by answers, so that students can choose to do according to their own circumstances.
3.5 Problems in the current round of review The third round of review has not found the ideal classroom model.
There is no solution to the contradiction between the more frequent examinations and the topic and the review of the subject system.
Second, the work plan for this school year, this year's graduates, they have almost no retreat, because the next students use the new curriculum standard textbooks, and their textbooks have a great distinction in both form and content, if the college entrance examination Losing, it is difficult to review, so this year's review is slightly different on the basis of the past. Mainly to focus more on the foundation and reduce mistakes. The specific practices are as follows:
First, strictly review the basic knowledge. Each class must be clear-cut, focused, and reduce blindness; each class should be compact, use self-made courseware, increase classroom capacity, reduce unnecessary time waste; The attention of the students reduces the time spent on organizing the teaching; the design questions must be conceivable, and the students should be brain-driven, hands-on, and effective students. Therefore, it is necessary to review the basic knowledge.
Second, timely feedback and do a good job of implementation. The focus of each lesson should be implemented through the small test in the classroom; each chapter is checked through the unit clearance test, periodically collapsing in the feedback exercise, the problematic knowledge points, to find out the cause of the problem, and then change the question according to this The form is consolidated.
In addition, we must find out the differences between the old and new Outlines, analyze their possible causes, and find more information.
The above-mentioned approach is an exploration of the review class, which requires constant revision and improvement, and more needs everyone's help and guidance. Due to the limited level, many aspects will be biased, so please let us know.