The pace of time is silent, it passes inadvertently, and it will usher in new jobs and new challenges. It's time to plan the next teaching work! The following is the teaching plan for the new semester of high school biology that I have compiled for you. I hope you like it!
Senior high school biology new semester teaching plan 1 1. Problems existing in biology experiment teaching in senior high school
1, the experimental content increased and the teaching hours were insufficient. Compared with the old textbook, the new biology textbook for senior high school has added more experimental contents, among which 19 students' experiments are required in the compulsory module required by the examination syllabus. It is difficult for the school to complete all the experimental teaching within the prescribed module teaching time. In some areas, biology classes are only offered in the second year of high school, and the hours of biology classes in different areas are different. Some schools have also cut the class hours of biology courses. Lack of teaching hours has a great influence on biological experiment teaching.
2. Teachers lack research on biological experiment teaching. Because our country has not paid attention to biological experiment teaching for a long time, teachers lack research on experimental teaching. Teachers are generally poor in experimental planning, operation and analysis of experimental results, and there is a lack of research on how to organize experimental teaching and the class type of experimental teaching. Especially exploratory experiments. Teachers need to have higher experimental guidance ability and experimental skills, but in this respect, teachers seem to be unable to do it.
3. The experimental requirements are improved and the classroom implementation is difficult. The new biology curriculum in senior high school raises the requirements for students' experiments, including experimental methods, theoretical guidance and experimental process (including: asking questions, making assumptions, experimental planning, expression and communication, further exploration, etc.). Some teachers have made full preparations before class. For example, guiding students' experimental methods and theories. Ask questions, make assumptions, and make experimental plans. However, after the teacher explained the experimental principles and summarized and commented on the questions raised by the students, the time spent by the students in the experimental operation was running out, which affected the analysis and further exploration of the experimental results.
Second, high school biology experiment teaching plan
1, define the experimental teaching objectives. Clear goals can make students have positive learning motivation, have a direction in thinking and be careful in operation.
2. Prepare for experimental teaching. The requirements of experimental teaching and general teaching are different, and biology textbooks are often limited by local seasonality. Some experiments take a long time to see the experimental results. Therefore, it is particularly important to prepare for the experimental teaching before the experimental class.
3. Strengthen the organization and management of experimental teaching. Most students simply understand the experiment as "watching" and lack the analysis and thinking of the experimental phenomenon. After the experiment, they often can't answer the reason of the phenomenon and the conclusion of the experiment. Without strict training, teachers will be exhausted and students will get nothing. Therefore, we should strengthen the organization and management of experimental teaching, pay attention to maintaining experimental discipline, standardize experimental habits, and rationally allocate experimental team leaders. Ensure the quality of experimental teaching.
4. Analyze the experimental procedures and phenomena. A complex experimental process is the crystallization of long-term hard work of planners, which is often repeated dozens or even hundreds of times. Therefore, in students' experiments, we can't simply use experiments to guide the results of "taking medicine according to the prescription". Students should be guided to analyze the function of each step, the significance of each treatment and the relationship between each step in the experiment. From the observation of plant cell mitosis experiment, it is roughly as follows: culture → dissociation → rinsing → dyeing → tabletting. Let the students know that the root tip is placed in the dissociation solution to make the root tip cells loose and easy to tablet, otherwise the root tip cells are difficult to disperse, which is not conducive to observation under the microscope. In addition, through the treatment of dissociation solution, the cells died quickly. Let the cells keep their own division state. Rinsing is to rinse the dissociation solution, otherwise it will affect the dyeing effect. In the experiment. Teachers should clarify or ask questions according to the degree of students and the difficulty of involving principles, so that students can think. Let students know not only how to do experiments, but also why to do them.
Third, pay attention to cultivating students' scientific inquiry ability.
By guiding students to explore and solve problems, senior high school biology experiment teaching achieves the teaching goal of mastering knowledge, developing intelligence and cultivating ability. The new curriculum emphasizes that students try to apply scientific inquiry methods to study senior high school biology problems and verify senior high school biology laws. Improve the ability of scientific inquiry. For example, in the experiment of detecting sugar, fat and protein in biological tissues, biuret reagent is used to detect protein. So, are there any other detection methods? Biuret reagent can detect the presence of protein, so what are the regulations on the content of protein in dairy products? How to determine the content of protein? According to the content of protein in different foods. How to adjust people's diet can be beneficial to human health and prolong life, which can be put forward to students in the experiment. Cultivate their ability to carry out scientific inquiry. In short, in the process of biology teaching, teachers should strengthen the cultivation of students' ability, which will definitely get twice the result with half the effort and improve the teaching quality in an all-round way.
Fourthly, cultivate students' deductive reasoning ability in inquiry experiments.
The logic of thinking mainly refers to the ability to think and express the results of thinking by correctly using the forms of analysis, comparison, judgment and reasoning. The logical thinking method commonly used in biological experiments is reasoning, which mainly includes inductive reasoning and deductive reasoning. Biological experiment teaching has created favorable conditions for cultivating students' inductive reasoning and deductive reasoning ability. For example, in the experiment to explore the influence of magnesium on plant life, in the "complete nutrient solution" lacking magnesium, the leaves of one wheat seedling turned yellow and grew thin, and the leaves of two wheat seedlings turned yellow and grew thin-when a proper amount of magnesium-containing inorganic salt solution was added to the culture solution, the growth of wheat returned to normal. The conclusion is that magnesium is an indispensable element in plant life.
Fifth, strengthen the training of planned experimental questions.
The proportion of biological experiments in biology teaching is increasing, especially in recent years, the college entrance examination biology questions reflect this trend. Most of the biological experiment questions in college entrance examination are presented in the form of planning experimental steps as required, analyzing experimental data and phenomena, drawing or predicting experimental results and conclusions, evaluating and optimizing experimental schemes. If we still follow the old experimental training mode and only focus on rote memorization to do some mechanical memory experiments, it will be difficult for students to achieve ideal college entrance examination results. Therefore, in the usual experimental teaching, in addition to the above experimental reform measures, teachers must also consciously choose and write some experimental exercises, especially some different types of experimental program questions (examples are omitted), so that students can carry out all-round training.
In short, while learning to master the basic knowledge, students should actively participate in experimental teaching, give full play to their subjective initiative, actively think, actively explore and explore ways to solve problems, make innovative plans according to the experimental principles, experimental ideas and experimental methods in the teaching materials, realize the transfer of ability and exercise the ability to solve problems with knowledge.
Senior high school biology new semester teaching plan 2 1. Make a perfect teaching plan.
In order to ensure the orderly and effective teaching activities, teachers should make a detailed teaching plan before starting classes, and determine the experiments, related instruments, experimental materials and drugs selected for each experiment, which need to be purchased or prepared in advance, how many class hours are needed, whether they are completed at school or at home, specific methods and steps, when students communicate with each other, and how to evaluate the experimental results. In order to ensure the feasibility of the plan, teachers had better conduct pre-experiments in advance to seize the time for these difficult experiments.
Second, in-depth study of teaching materials
In each subject, the subject background clarifies the relationship between biotechnology and production and life, the basic knowledge introduces the basic methods and principles, and the research ideas remind students from what aspects to solve problems. The experimental design provides the schematic diagram and reference materials of the experimental process, and the operation tips give guiding suggestions from the operational level. Because this part of the content is newly added, teachers need to study the content of the textbook and even conduct pre-experiments when conducting research on each topic. Then it is possible to guide students to analyze the materials provided by the textbook, clarify the knowledge background, clarify the research ideas, and then design the experimental scheme, explore by hands, help students solve the problems they encounter, master biotechnology, and form practical ability.
Third, watch videos and videos, and teach in a "lecture-demonstration" way.
"Teaching demonstration" gives us a good strategy. Teachers can play videos, videos and animations, and even give students experiments and demonstrations in class. In this way, students can also gain something, and with the teaching, students can also have a clearer framework.
Fourth, establish an experimental activity group.
The module requires students to design and complete experiments by themselves on the basis of self-learning related knowledge and under the guidance of teachers, and then collect and sort out materials, write reports, communicate orally and discuss with each other. In order to implement the three-dimensional goals of knowledge, emotion, attitude, values and ability and ensure the smooth progress of the experiment, teachers can divide the whole class into three or five groups. Only in this way can we enjoy wisdom in activities, provide innovative soil, encourage each other when encountering setbacks, and cultivate the ability of communication and cooperation.
Fifth, make rational use of the curriculum resources of students' communities and families.
Starting from the goal that the curriculum attaches importance to cultivating students' innovative spirit and practical ability, combined with the study of specific teaching content, students are guided to actively use the curriculum resources of the community and family. For example, visit a jam-making workshop, or make bean paste at home. Some difficult problems can be found in the network, and you can seek the help of experienced people. In specific activities, help students understand the relationship between biological science, technology and society, and increase their interest in learning biology.
Sixth, design a good teaching evaluation system.
Teaching evaluation can not only understand the effect of project activities, but also discover the problems, difficulties and psychological changes of students in hands-on practice. In this difficult, long-term and high-degree-of-freedom teaching activity, the final experimental evaluation can stimulate students' desire for success, mobilize their enthusiasm for learning, and make them brave to overcome difficulties. Checklist can be used to evaluate operational behavior, inquiry ability, emotional attitude and values. These auxiliary means can ensure the smooth implementation of teaching activities in this module and achieve teaching objectives.
Senior high school biology new semester teaching plan 3 1. Knowledge goal: let students know the basic knowledge of each chapter of biology.
Second, ability goal: through the practice of scientific methods, cultivate students' scientific literacy, exercise students' experimental ability and innovation ability, develop students' inquiry ability, cultivate students' scientific and technological awareness, and promote students' personality development.
3. Emotional attitudes and values: cultivate students' natural outlook and scientific world outlook, establish a sense of responsibility and mission to revitalize China, cultivate their scientific spirit and attitude, and let them have social decision-making awareness, passion for loving and cherishing life, positive attitude towards life and healthy lifestyle.
Fourthly, the analysis of students' situation.
Students have poor foundation and need to strengthen basic learning. In view of the above situation, in teaching, I should teach students in accordance with their aptitude and try my best to improve their academic performance.
Teaching methods and measures of verbs (abbreviation of verb)
1, carefully study the syllabus, dig up the teaching materials, carefully analyze the students' situation, and work out the teaching plan suitable for the teaching practice, so as to be aware of it.
2, do a good job in the ideological education of students, so that students have a sound psychological and stable state of mind, to provide a guarantee for doing a good job in learning.
3, carefully analyze the details of each student, detailed analysis, so as to teach students in accordance with their aptitude, so that each student can be developed and improved.
4. Prepare lessons carefully, make courseware, and really prepare and teach every lesson well.
5. Carefully arrange homework, correct and give feedback in time.
6. Strengthen the teaching of basic knowledge, master basic skills and use basic knowledge to analyze and solve practical problems.
7. Seriously study the syllabus and test questions, carefully guide students to do various tests and give timely feedback.
8, seriously guide students to imitate the college entrance examination training, to lay a good foundation for students to improve their college entrance examination results.
9. Strengthen the guidance of learning methods and cultivate students' good study habits and interests. In order to improve students' learning efficiency, we should strengthen the guidance of students' learning methods in the teaching process. To let students know how to learn biology well, we should guide them to master the essential laws of life science and urge them to form study habits suitable for their own development.
10, actively participate in teaching and research activities. Actively participate in the collective lesson preparation activities organized by the school to improve their teaching level.
Teaching objectives of senior high school biology lesson plan 4 (1)
1. Knowledge objective: Let students know the basic knowledge of heredity and variation, evolution, biology and environment, man and biosphere.
2. Ability goal: through the practice of scientific methods, cultivate students' scientific literacy, exercise students' experimental ability and innovation ability, develop students' inquiry ability, cultivate students' scientific and technological awareness, and promote students' personality development.
3. Emotional attitudes and values: cultivate students' natural outlook and scientific world outlook, establish a sense of responsibility and mission to revitalize China, cultivate their scientific spirit and attitude, and let them have social decision-making awareness, passion for loving and cherishing life, positive attitude towards life and healthy lifestyle.
(2) teaching material analysis
The teaching content of this semester includes basic knowledge such as heredity and variation, evolution, biology and environment, man and biosphere. The teaching focuses on the basic principles and laws of biological inheritance and variation, the relationship between biology and environment, and the harmonious development between man and biosphere. The teaching difficulties are the basic principles and laws of biological heredity and variation, related experiments and inquiry activities.
(3) Analysis of students' situation
There are about _ _ people in Grade One, including two classes of liberal arts and one class of science. Compared with the students in the following classes, they are less interested in learning biology and generally have a poor grasp of the basic biology. Although their interest in science is good, their foundation is still poor. There are only three classes a week, so it is difficult to complete the teaching task and pass the exam smoothly. In view of the above situation, in teaching, teachers should teach students in accordance with their aptitude and strive to improve students' academic performance.
High school biology new semester teaching plan 5 1. Constantly improve their professional quality and change their teaching concepts.
Most biology teachers in senior one are young teachers who have joined the work in recent years, so the professional level of teachers is directly related to the cultivation of students' quality and the realization of "harmonious and efficient, thinking dialogue" classroom teaching mode. In the process of quality education, exploring knowledge is no longer a simple teacher's teaching and students' mechanical memory. In the process of learning, teachers should keep learning and improve their professional level to guide students; Master all kinds of skills and techniques, and discuss the causes of problems with students.
Senior high school biology curriculum standard puts forward three requirements in terms of ability: first, it can correctly use general experimental instruments and master skills such as collecting and processing experimental materials, operating experiments and biological drawing; Second, we can use multimedia to collect biological information and learn to identify, select, use and share information; Third, cultivate the ability of inquiry. In the first ability requirement, teachers must use experimental instruments skillfully and correctly, know how to collect and process experimental materials, understand the steps of experimental operation, and draw pictures skillfully and correctly. In the second competency requirement, teachers should be proficient in using computers, using the Internet to collect biology-related knowledge, be familiar with biology-related websites, and be proficient in sending emails. In the third ability requirement, teachers should skillfully set up various problem scenarios on the basis of the first ability and the second ability to cultivate students' scientific inquiry ability. This requires teachers to master not only the knowledge of biology, but also all aspects related to it. Such as isotope tracing technology, teachers need to be familiar with physics and chemistry.
Second, improve the classroom teaching structure, build a "harmonious and efficient, thinking dialogue" classroom teaching model and optimize the teaching process.
The new biology curriculum experiment in senior high school should effectively change students' learning methods and integrate autonomous learning, inquiry learning and cooperative learning into teachers' teaching design, so as to update the classroom structure and optimize the teaching process. We should attach great importance to guiding students to construct their own knowledge, change the teaching mode of simple teacher's explanation, change the current situation of over-emphasizing learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligence, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. In teaching, we should not only attach importance to the teaching of knowledge systems such as concepts and principles, but also prevent the recurrence of traditional teaching disadvantages such as "emphasizing conclusions over processes", "emphasizing knowledge over methods", "emphasizing theory over practice", "emphasizing rationality over sensibility" and "emphasizing acceptance over innovation". We should not only pay attention to students' comprehensive knowledge structure, but also pay attention to the integration of interdisciplinary knowledge, attach importance to the connection and transition between the new curriculum in junior high school and the new curriculum in senior high school, and attach importance to the inheritance and connection between the new curriculum and traditional teaching, so as to improve the teaching quality and level more effectively.
The reform of teaching methods is an important aspect of the new curriculum reform of biology in senior high school, which we must understand and practice seriously in teaching. We should attach great importance to the application of inquiry learning methods, pay attention to the specific requirements of developing scientific inquiry ability established by curriculum standards 1 1, and fully develop students' scientific inquiry ability. Teachers should try their best to explore the teaching strategies and skills of effectively organizing and guiding inquiry activities in all key links of inquiry learning, effectively improve the effect and efficiency of inquiry learning, enhance students' practice and innovation ability through inquiry learning, and improve the quality of biology teaching. In teaching, we should pay attention to the basic theories, principles, methods and strategies of cooperative learning and organize cooperative learning correctly and vividly; Pay attention to organically combine cooperative learning with inquiry, observation, experiment, investigation, design, production, conclusion deduction and reflective learning to improve the effect of cooperative learning.
Third, strengthen collective teaching and research, carefully design study plans, and ensure the implementation of harmonious and efficient classroom teaching and the completion of teaching objectives.
Learning plans directly design learning activities from the perspective of learners, which is to think and design from the standpoint of students' learning. Therefore, the significance of learning plan and its teaching lies in awakening and strengthening teachers' idea of respecting students' subjectivity and pursuing teaching democracy. Secondly, we should take the study plan as a stable "grasping hand", implement the teaching principle of "teacher-oriented, student-oriented, activity-oriented and innovation-oriented", fundamentally change students' learning methods, and make "changing other students' learning into autonomous learning" become the mainstream of classroom teaching; At the same time, it also actively leads teachers to step off the "teaching altar", fully integrate with students, truly think about teaching strategies and steps from the perspective of students, objectively and fairly reflect on the gains and losses of teachers' own teaching, and realize real teaching introspection, self-examination and self-correction.
Fourth, select the test questions, improve the effectiveness of doing the questions, and constantly cultivate students' divergent thinking ability.
Divergent thinking is a kind of analogy thinking mode. It should be guided in senior high school biology teaching, because it is the requirement of cultivating students to become innovative talents under the background of new curriculum, and it is also deeply reflected in the comprehensive examination of college entrance examination. Teachers should choose typical and wonderful questions for students in teaching, constantly improve students' ability level, avoid the blindness of topic selection and sea tactics, and improve the effectiveness of doing questions.
Fifth, strengthen the teaching of practical activities such as experiments.
Strengthening experiments is an important feature of the new biology curriculum in senior high schools. In teaching, we should pay attention to different types of experiments, such as operation skill experiment, verification experiment, inquiry experiment and design experiment, and adopt appropriate teaching methods to improve the quality of experiments. In quantitative experiments, we should pay special attention to the cultivation and improvement of related skills and the important role of quantitative experiments in students' scientific literacy. We should seriously study and organize exploratory experiments, cultivate students' thinking ability, attach importance to the teaching of teachers' demonstration experiments, and strive to improve the teaching effect and the degree of students' participation in demonstration experiments.
Many types of practical activities have been added to the new curriculum. Teachers should design the teaching process of these activities well, improve the actual effect, and let students get due development in the process of learning and doing science.