Teaching work plan

Biology and human life, and industrial and agricultural production, are closely related to the development of other natural sciences. Biology plays an important role in realizing China's socialist modernization. The biology class is a basic course offered by high schools. The biology class should implement the spirit of "education should face modernization, face the world, and face the future", enable students to master the basic knowledge and basic skills of biology, cultivate the interest and ability of learning biology, further study cultural science knowledge for them, and participate in socialism. Modernization and lay the necessary foundation.

First, the purpose of teaching requirements

Students are required to systematically master the basic knowledge about the metabolism of cells, organisms, reproduction and development of organisms, regulation of life activities, inheritance and variation, and the application of such knowledge in agriculture, medicine, industry, and national defense.

Through the study of basic biological knowledge, students are educated by dialectical materialism and patriotism.

Students are required to master the basic skills of using high power microscopes and simple physiological experiments.

Cultivate students' self-learning biological knowledge, observe the living habits, morphological structure, reproductive development ability of animals and plants, and analyze and explain the preliminary ability of some biological phenomena.

Second, the principle of determining the content of teaching

Starting from the needs of further study and participation in socialist modernization, students should carefully select the basic knowledge of biology: select the biological structure and physiological knowledge. Structural knowledge is the basis for understanding physiological knowledge. Physiological knowledge is the basic knowledge that clarifies the metabolism, growth, development and reproduction of living things. Therefore, we must pay attention to the selection of morphological structure and physiological knowledge.

To select the basic knowledge of biology, we must make the theory closely related to reality.

1. To select the basic knowledge of biology, we must closely contact the actual production of industry and agriculture. Biology is the theoretical basis for practice in agriculture, animal husbandry, and medicine. By learning biological knowledge, students must know that biology and production are closely related. They should use and transform beneficial organisms to prevent harmful organisms.

2. To closely contact the natural reality of each place. Due to the vast size of our country, there are great differences in the types of organisms in different places. Therefore, the selected plants and animals should not only pay attention to their typicality, but also must be as common as possible in various places, so that students can directly observe these animals and plants and understand the laws of life of these animals and plants.

3. The basic biological knowledge selected should be closely related to the students' daily life, so that students can deepen their understanding of biological knowledge and at the same time understand the meaning of learning biology more deeply.

Appropriate selection of biological basic knowledge reflecting the level of modern biological science.

Modern biological sciences are developing rapidly. Biology classes must pay attention to the use of modern biological sciences to explain the content of teaching, and appropriately increase the knowledge content reflecting the level of modern biological sciences, so that students have a preliminary understanding of the current state of biological science development. They further study modern biological science knowledge and participate in industrial and agricultural production to lay the necessary foundation.

Third, the current situation analysis of the class

This semester, I teach high school, three classes, the three classes are: 46, 45, 46 people, although through the class teacher, I have a little understanding of the current situation of the class, but because the biology is starting from the second year Course, so the specific situation can not be determined.

Fourth, teaching schedule

The biological knowledge of high school learning is based on the content of biological teaching in the country, learning the basic characteristics of biology, focusing on the common law of life activities. It mainly includes knowledge of cells, metabolism and its regulation, reproduction and development, inheritance and variation. The basic knowledge of biology in the two stages of middle school and high school has a division of labor and mutual connection. High school biology is the synthesis, generalization and improvement of biological knowledge in the country.

A compulsory course for biology in the second year of high school, with 2 class hours per week, for a total of 34 class hours. It covers the biological basics of cells, biological metabolism, biological reproduction and development, regulation of life activities, inheritance and variation.

V. Teaching content and its class schedule

High school biology compulsory course teaching progress

Unit knowledge student experiment class

Key teaching requirements


Introduction to the basic characteristics of living things

New advances in biological sciences

High school biology class requirements and methods
B

A

A

2

The material basis of life constitutes the chemical element of the organism

Compounds that make up organisms
B

C
Experiment: Structure and use of the microscope; Identification of reducing sugars, fats, and proteins in biological tissues.
2+1+1

The basic unit of life - the main submicroscopic structure and function of cell cells

cell cycle

Cell division
B

C

A
experiment:

1. Comparative observation of tremor and shim cells

2. Mitosis of plant cells.
2+1+2+1

Discovery of biological metabolic photosynthesis, photosynthesis and its significance

Root water absorption and utilization

Mineral nutrition of plants

Animal nutrition

Respiration

A

B

B

B

B
experiment:

1. Extraction and separation of chloroplast pigments

2. Separation and restoration of the plasmophyll of plant cells.

2+5

Regulation of stress and life activities regulating plant life activities

Hormone regulation in higher animals

Neuromodulation in higher animals
A

A

B

1+1+2

Reproduction and development meiosis and gamete formation
A

2

The specific teaching contents are as follows:

introduction

An overview of the basic characteristics of living things.

The research object and development direction of biology. The importance of learning biology.

Description: The research object and development direction of biology only require students to have a general understanding.

First, the cell

Discovery of cells. Cytology. The concept of protoplasm.

The chemical composition of cells: water, inorganic salts, sugars, lipids, proteins, nucleic acids; the important role of these substances, especially proteins and nucleic acids, constitute the chemical elements of cells.

Cell structure and function: the difference between prokaryotic cells and eukaryotic cells. Submicroscopic structure of eukaryotic cells - cell membrane, cytoplasm, nucleus. The function of each component of the cell. A cell is an organic unity. Cell division: amitosis. Mitosis - cell cycle; cell division is divided into pre-, mid-, late, and terminal stages, and the nuclear structure changes in each division. The similarities and differences between mitotic processes of animal cells and plant cells. The importance of mitosis. Meiosis is a special way of mitosis.

[Experiment] The mitosis of plant cells was observed with a high power microscope, and it was initially learned to use a high power microscope.

Note: In "Cell", the following content only requires students to have a general understanding.

1. Cell discovery, cytology, the concept of protoplasm.

2. Endoplasmic reticulum, ribosome, Golgi, centrosome and other organelles. A cell is an organic unity.

3. Amitosis. Meiosis is a special way of having mitosis.

Second, the metabolism of living things

The concept of metabolism. The concept of assimilation and alienation.

The metabolism of green plants: water metabolism - cells absorb water by swelling before forming vacuoles; cells are mainly absorbed by water after forming vacuoles. The principle of osmotic water absorption. The concept of osmosis. Separation of the wall and restoration of the wall. The way and meaning of water loss.

Mineral metabolism - the element that plants need. The process by which roots absorb mineral elements - exchange adsorption. The selective absorption of ions by plants. The use of mineral elements.

Photosynthesis - the importance of photosynthesis. Pigments in chloroplasts of higher plants and their effects. The process of photosynthesis. The simple form of ATP, the mutual transformation of ATP and ADP.

Respiration - the essential difference between respiration and photosynthesis. The physiological significance of respiration. The process of respiration. The similarities and differences between the process of aerobic respiration and the process of anaerobic respiration.

Animal metabolism: material exchange of cells in the body - single-cell animals exchange material directly with the external environment; cells in the multi-cell animals exchange materials indirectly through the internal environment and the external environment.

Material metabolism - the digestion of food. Absorption of nutrients. The process of material metabolism.

Energy metabolism - gas exchange. Release, transfer and utilization of energy. Higher animals acquire energy through anaerobic respiration in anoxic conditions.

The basic type of metabolism: two different types of assimilation. Two different types of alienation.

[Experiment] Observe the separation and recovery of the plasmolysis of plant cells.

Observe the exchange and adsorption of mineral elements ions.

Extraction and separation of pigments from chloroplasts.

Explanation: 1. In "Biology Metabolism", the following content only requires students to have a general understanding.

The cells absorb water by swelling before they form a vacuole. The principle of osmotic water absorption. * The concept of osmosis.

The process by which roots absorb mineral elements - exchange adsorption.

* Plant selection of ions for absorption.

The process of respiration. The similarities and differences between the process of aerobic respiration and the process of anaerobic respiration.

Single-cell animals exchange substances directly with the external environment.

The characteristics of single-celled animals, lower multicellular animals, and higher multicellular animals digesting food.

Third, the adjustment of life activities

Regulation of plant life activities: the discovery of auxin. The cause of the phototropism and phototropism of plants. The physiological role of auxin and its practical significance.

Regulation of animal life activities: Hormone regulation in higher animals. Hormone regulation of insects. Neuromodulation. ≤ The first model network to organize the article, the copyright belongs to the original author, the original source all ≥

Note: In the Regulation of Life Activities, the following content only requires students to have a general understanding.

*1. Discovery of auxin.

*2. Hormone regulation of insects.

Fourth, the reproduction and development of living things

The reproduction of living things. The concept of reproduction.

Types of reproduction: asexual reproduction; sexual reproduction. The characteristics and concepts of these reproductive methods.

Meiosis and maturation of sexual germ cells: the concept and significance of meiosis. The process of sperm formation. The process of egg cell formation. The concept and significance of fertilization.

The development of biology. The concept of development.

The individual development of plants: the development of the embryo, the development of the endosperm.

The individual development of animals: the development of embryos, the formation of various tissues, organs and systems. Post-embryonic development. The relationship between embryo development and the environment.

Note: In "Reproduction and Development of Biology", the following content only requires students to have a general understanding.

*1. Type of reproduction.

*2. Characteristics and concepts of asexual and sexual reproduction.

*3. The individual development of plants.

1. On the basis of studying high school biology knowledge in the second year of high school, the following content is required to master:

Foundation of life

The chemical composition of cells - water, inorganic salts, sugars, lipids, proteins, nucleic acids; the important role of these substances, especially proteins and nucleic acids, constitute the chemical elements of cells.

The difference between prokaryotic cells and eukaryotic cells. Submicroscopic structure of eukaryotic cells - cell membrane, cytoplasm, nucleus. The function of each component of the cell.

Mitosis - cell cycle; cell division is divided into pre-, mid-, late, and terminal stages, and the nuclear structure changes in each division. The similarities and differences between mitotic processes of animal cells and plant cells. The importance of mitosis.

2. In the second year of high school biology class, as the general understanding of the following teaching content, the requirements are mastered:

Organelles such as endoplasmic reticulum, ribosome, Golgi, and centrosome. A cell is an organic unity.

No mitosis. Meiosis is a special way of mitosis.

3. [Experiment] The mitosis of plant cells was observed with a high power microscope, and a high power microscope was used.

Biological metabolism

1. On the basis of studying high school biology knowledge in the second year of high school, the following content is required to master:

The concept of metabolism. The concept of assimilation and alienation.

The cells rely primarily on osmotic water absorption after the formation of vacuoles. Separation of the wall and restoration of the wall. The way and meaning of water loss. The elements that plants need. The use of mineral elements.

The importance of photosynthesis. Pigments in chloroplasts of higher plants and their effects. The process of photosynthesis. The simple form of ATP, the mutual transformation of ATP and ADP.

The essential difference between respiration and photosynthesis. The physiological significance of respiration.

In vivo cells of multicellular animals exchange materials indirectly through the internal environment and the external environment.

An overview of the mammalian digestion process. Absorption of nutrients. The process of material metabolism.

Gas exchange. Release, transfer and utilization of energy. Higher animals acquire energy through anaerobic respiration in anoxic conditions.

3. In the second year of high school biology class as the general understanding of the following teaching content, the requirements to achieve mastery:

The cells absorb water by swelling before they form a vacuole. The principle of osmotic water absorption.

The process by which roots absorb mineral elements - exchange adsorption.

The process of respiration. The similarities and differences between the process of aerobic respiration and the process of anaerobic respiration. Single-cell animals exchange substances directly with the external environment.

The characteristics of single-celled animals, lower multicellular animals, and higher multicellular animals digesting food.

4. [Experiment] Observe the separation and recovery of the plasmophyll of plant cells.

Observe the exchange and adsorption of mineral elements ions.

Extraction and separation of pigments from chloroplasts.

Adjustment of life activities

Based on the high school biology knowledge in the second year of high school, the following content requirements are mastered:

The cause of the phototropism and phototropism of plants. The physiological role of auxin and its practical significance.

Hormone regulation in higher animals. Neuromodulation.

Biological reproduction and development

Based on the high school biology knowledge in the second year of high school, the following content requirements are mastered:

The reproduction of living things. The concept of reproduction.

The concept and significance of meiosis. The process of sperm formation. The process of egg cell formation. The concept and significance of fertilization.

The development of biology. The concept of development.

V. Specific measures to improve teaching quality

1. Grasp the teaching of basic biological knowledge.

The knowledge of high school biology is systematic and comprehensive. Before the class, we should carefully analyze the teaching materials, master the key points and difficulties of the teaching materials, study the physical and psychological characteristics and learning rules of the students, and strive to cultivate students' interest in learning through classroom teaching, experiments, and homework assignments. Consciousness, in the case of fully mobilizing the enthusiasm of students, guide them to seriously learn the basics of biology, to achieve a correct understanding, to consolidate the memory, and to make a better knowledge base for further study of relevant professional knowledge and participation in the work.

2. Emphasis on ideological education for students.

The teaching content of high school biology attaches great importance to the education of students' evolutionary viewpoints and ecological viewpoints. In the process of teaching, teachers should combine the teaching of high school biology knowledge to educate students on these two viewpoints, so that students can understand that all kinds of animals and plants in the world are gradually evolving, and all living things and their living environment are Inseparable, living things must depend on their environment to live, and biological life activities in turn change the environment all the time, thus educating students about dialectical materialism. Furthermore, by telling the rich flora and fauna resources of the motherland, the achievements of ancient and modern biological sciences in China, students are educated on patriotism.

3. Emphasis on the training and ability of students to carry out basic biological skills.

Biology is an experimental science. Experiments, observations, collection and production of specimens have a very important position in biology teaching. These teaching methods play an important role in cultivating students' interest in learning biology, better understanding basic biological knowledge, mastering basic experimental skills, and developing their intellectual and cultivating abilities. Teachers must actively create conditions and let students do as much as possible. The teacher should also properly arrange the students' extracurricular assignments as specified in the syllabus and textbooks, and guide the students to complete them carefully. Through all aspects of teaching and extracurricular activities, we strive to cultivate students' ability to self-learn biological knowledge, observe ability, and scientifically analyze and explain some biological phenomena.

4. Strengthen visual teaching

Intuitive teaching is one of the important ways to help students better understand the teaching content, mobilize students' enthusiasm for learning, and consolidate their memory. In the actual teaching, I have to actively create visual aids, and use teaching charts, specimens, models, slides and teaching films to closely combine teaching content.

5, adhere to the theory and closely related to the actual

It is necessary to pay attention to the actual teaching of closely related to the flora and fauna of the region. In the process of teaching, teachers should closely combine the actual situation of the region, and select or supplement the species of plants and animals that are common in the local area and important for economic development.

6. Actively organize and guide the extracurricular science and technology activities.

Biology teachers should actively organize and guide students to carry out biological science and technology activities outside the classroom, such as doing biological experiments, making visual aids, collecting and making animal and plant specimens, and so on. Carrying out these activities can better develop students' intelligence and develop students' abilities, so as to achieve the purpose of teaching students in accordance with their aptitude.