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生物科学是一门实验科学。实验对培养学生学习生物学的兴趣,掌握实验的基本技能,发展他们的智力和能力,都有重要作用。但是,目前中学生物实验教学多为验证性实验,这种实验安排对于教学有有利的一面,比如实验目的明确,实验步骤规范,结果易于预料和控制,如果不出什么意外,很容易使学生在短时间里了解一个知识的发现过程,教师在指导学生做实验时,也比较容易。但它也有不利于教学的一方面,主要是束缚了学生的思维,尤其是创造性思维,而且事先知道了结果的实验,会使学生的兴趣下降,对于教师而言,也容易变得思想僵化,使生动有趣的“生”物知识变成乏味的“死”物知识。
Biological science is an experimental science. Experiments play an important role in cultivating students’ interest in learning biology, mastering the basic skills of experiments and developing their intelligence and abilities. However, at present, most of the experimental teaching in middle school is a confirmatory experiment. This experimental arrangement has advantages for teaching, such as clear experimental purpose, standardized experimental procedure, easy to predict and control the result, and if no accident happens, it is easy for students A short time to understand the discovery of a knowledge process, teachers in teaching students to experiment, but also relatively easy. But it is not conducive to teaching on the one hand, mainly tied to the student’s thinking, especially creative thinking, and prior knowledge of the results of experiments, will make students interested in the decline, for teachers, it is easy to become rigid thinking, Make vivid and interesting knowledge of “raw things” into boring “dead ” knowledge of things.