试论“诱思探究”式教学的体会与思考中英文对照

1、试论“诱思探究”式教学的体会与思考中英文对try to talk about "lure inquiry11 teaching experienee and thinking. in both chinese and english为了适应二00六届高考耍求，我在指导高三牛物总复习时，始终贯穿“诱思探究”式教学, 即立足牛物学科的理论体系、思想方法和学习特点，以教材为线索；以“两纲”同时覆盖的 知识为垂点；以掌握知识、发展能力、陶冶品徳为指导思想；以教师为主导、学生为主体、 训练为主线、思维为主攻的“诱思探究”教学思想进行有序复习，使学生感到学之有趣，学 z有法，全面提高了学牛素质。

2、in order to meet the annual college entrance examination requirements, i always review in guiding three creatures, always miure inquiry11 teaching style, which based on biological discipline theory system, thinking method and learning characteristics, to teachi ng as a clue; in htwo classes11 covers

3、 the knowledge as the key point at the same time; to master the knowledge, develop ability, cultivate moral character as the guiding ideology; dominated by teachers, students as the main body, the training as the main line, the thought as the main ulure inquiry11 teaching thought an orderly review,

4、make the students feel interesting, application of learning, improve the students* quality in an all-round way.关键词：诱思探究启动思维夯实基础培养能力keywords: induced solid foundation, explore start thinking ability cultivation由于“素质教育和3+综合”高考模式的新挑战，生物教学也要跟上新形势的需要。笔者结 合己多年的教学实践经验谈儿点粗浅的体会。due to the "quality educa

5、tion and the 3 + integrated11 college entrance examination pattern of new challenges, also want to keep up with the new situation of biological teaching needs. the author with his years of teaching practice experience of programming experience、夯实学科的基础知识、基本技能a subject, to consolidate the basic knowle

6、dge and basic skills教师在教学过程中，要立足生物学科的理论体系、思想方法和学习特点，以教材为线索，不 要把现成的结论、解法直接告诉学生，而是让学生对所复习的内容进行研究、探索。教师的 职责就是提供给学生一些富有思考价值合乎实际问题的正、反面的例证，借此引导学生通 过自己的阅读、实践、观察、类比、分析、讨论，结合教师的诱导、点拨，启迪思维，使他 们真正理解概念，掌握知识，提高能力。teachers in the teaching process, should be based on biological discipline theory system, thinking

7、method and learning characteristics, teaching materials for clues, don't tell ready-made conclusion and solution directly to students, let students to review the content of research and exploration. teacher's duty is to give students some thinking value and realistic problems of positive and

8、 negative examples, to guide students through their own reading, practice and observation, comparison, analysis and discussion, combined with the teachefs guidance, inspiration, inspire thinking, so that they really understand the concept, master knowledge, improve ability1. 创设问题情境，启动学生思维。1. the cre

9、ation of problem situation, students start thinking.根据各章节教材的不同特点，巧设疑问，搭好思维之桥,使其进入主动学习的状态。课堂提 问是教学活动屮的重要形式，是师生情感交流的纽带，是课堂教学屮信息反馈的主要途径, 同时也能诱发学生的学习兴趣，启迪其思维，所以设计的问题要严谨、有针对性和灵活性。 如对植物个体发育的复习：本节教材的中心内容是胚的发育和胚乳的发育，学牛对此内容的 理解掌握须在掌握双（单）子叶植物种子的结构、胚的组成、果实（种子）的形成及减数分裂、 双受耕等知识基础上进行，故这部分内容较难掌握，复习中应前后呼应配以层层设问，弓i导

10、 学生川动态发展的观点把各知识点联系起来：植物个体发育的起点是什么？一粒玉氷种子由 花的什么结构发育而成?胚和胚乳分别山什么发育而來?大豆种子为什么没有胚乳?卵细胞、 极核、受粘卵、受粘极核、胚(子叶、胚芽、胚轴、胚根)、胚乳、珠被、子房壁、种皮、种 子、果实等细胞的染色体、dna是怎样变化的?通过创设质疑、解疑的氛围，调动学牛的学 习热情。according to the different features of textbook chapters, it questions, build good bridges to thinking, make it into a state of

11、active learning. classroom questioning is an important form in teaching activities, is the tie that emotional communication between teachers and students in classroom teaching is the main way of information feedback, at the same time also can induce the students1 interest in learning, inspire their

12、thinking, so the design of the problem to be precise, targeted and flexible. plants such as the ontogenesis of review: this section is the center of the teaching material content, in the development of embryo and endosperm development, the students understanding of the content of the master shall be

13、 held in double (single) cotyledons plants the seed structure, the composition of embryo, fruit (seed) fomiation and meiosis, double fertilization, etc. based on the knowledge, so this part of the content are harder to control, review should be in before and after the echo with layers of rhetorical

14、questions, guide students to relate each knowledge point with dynamic development perspective: the starting point of the plant individual growth is what? a grain of com seeds develop by flower of what structure? embryo and endosperm, respectively, by what developmental? why didn't soybean seed e

15、ndosperm? eggs, polar nucleus, fertilized eggs, fertilization, embryo (cotyledon, gem, hypocotyl, and radicle), endosperm, integument, ovary wall, seed, seeds, fruit, etc. the change of the celts chromosomes, dna? create the atmosphere of questioning, disambiguation, arouses student's study enth

16、usiasm.2. 适时点拨，促进思维。教师在学生思维的整个过程中适时、巧妙地给予点拨，不断引导 学生思维，纠正错谋，通过问题讨论，正反例证使学生的思维由注到深，揭示出问题本质。 例如今年复习dna的分子结构两条脱氧核h酸链反向平行时，我让学生画出山四个不同脱 氧核h酸连成的dna片段，并叙述画图的知识根据。一个同学的叙述是这样的：“一条脱 氧核h酸的五边形的角朝上，另一条的角朝下。”这句话立刻引起我的注意，但我不直接说 出结论，而是引导学生思考：脱氧核甘酸中代表脱氧核糖的是正五边形，那么有尖和平之分 吗？想一想应该怎样准确的描述呢？在我的提示下有不少同学逐渐看出了：磷酸和含氮碱基 在脱氧核糖

17、五个角的连接位置是，一条链的上间隔一个角的在上，而另一条链则是间隔两个 角的在上。2. timely nudge, promote thinking. teacher in the whole process of students* thinking in due course, ably to intellectualize, continue to guide students1 thinking, correct mistakes, through discussion, the positive and negative examples to make the students t

18、hinking from shallow to deep, reveal the nature of the problem for example this year to review the molecular structure of the dna of two dna nucleotide chains reverse parallel, i let the students draw by four different dna nucleotides are associated with the dna fragments, and knowledge based on the

19、 drawing are described a classmate's account is as follows: ha corner of the pentagon deoxy nucleotide up, another angle downwards.h it caught my attention immediately, but i don't speak directly, but to guide students to think about: dna nucleotides that represents the interests of dna is t

20、he pentagon, so have sharp points of the peace? think about how to accurately describe? gradually in prompted many of my classmates saw: phosphate and nitrogen bases in the dna is five angle of the connection position, a chain of intervals in one corner, on the other chain is in the interval between

21、 two horns3. 坚持讲与练的有机结合。以课本知识为根据，精心选择复习资料，精讲精练，触类旁通, 举一反三，抛弃题海战。在讲评试题时，注重一题多解、一题多变，把握好“垂思路”、“善 引导”、“做示范”、“细纠正”等教学环节，使学生明确错因，在此基础上有针对性地对错题 进行分类讲评，展示学生的思维过程，补充针对性练习，表扬优生，鼓励差生，提出奋斗目 标和方向，使学生能反思过程，形成能力，严谨规范，养成好的做题习惯。3 stick to speak and practice of organic combination. in textbook knowledge, for accordi

22、ng to, choose to review the information carefully, earnestly, instance, extrapolate, abandon the topic naval warfare when evaluation questions, pay attention to more than one solution, one is changeable, hold good ”ideas", ma good guide0, hdemonstrationn and correctm teaching, make students cle

23、arly wrong because, on the basis of targeted the wrong topic classification evaluation, reveal the thinking process of students, added specific exercises, praise eugenics, encourage them, put forward the goal and direction, so that the students can reflect on the process, forming ability, rigorous n

24、orms, to form a good habit to solve the problem4. 注重实验，勤于探索，努力培养创新能力。实验能力是一种比较全而的综合能力，所以 生物教学中培养学生创新能力是实施“素质教育”的重要内容，而实验教学是培养学生创新 能力的重要途径。4. pay attention to the experiment, diligently explore, and strive to cultivate innovation ability. experimental ability is a comprehensive comprehensive ability,

25、 so the biological teaching in training students1 innovative ability is an important part of the implementation of "quality education”，and the experimental teaching is an import tint way to develop the innovative ability of students.(1) 做好教材中的实验，重视实验方法的辅导，学生只有掌握了实验方法，才能够口觉控 制实验条件进行实验，才能真止提高实验能力

26、。在复习过程中，提出许多山表及里的疑问， 创设实验情景，改变实验条件，加人训练力度，鼓励学生亲自动手，获得亲身体验。(1) completes the teaching materials in the experiment, the experimental methods of counseling, student only mastered the method, will be able to consciously control the experimental conditions for experiments, can truly improve the experimen

27、t ability. in the review process, and puts forward many questions, its excellent creation experiment scene, change the experimental conditions, increase the intensity of training, students are encouraged to do it yourself, get handson experience(2) 强化实验设计的创新能力培养：变演示实验为探索实验；变单一的实验方法为多种 实验方法或探索性；变验证性实

28、验为设计性实验。(2) improved innovation ability training of experimental design: (1) demonstration experiment to explore experiment; (2) becomes a single experimental method for a variety of methods or exploratory experiment; (3) change the verification experiment for designing experiments.(3) 及吋总结。如在复习实验设计

29、类型吋，及吋启发共同总结基木步骤为：分组、编号、 非条件处理。条件处理适宜条件处理(或相应方法处理)观察现象，记录结果得 出结论。以后做类似的题同学们只需根据题目要求的不骤灵活变通即可。(3) the timely summary. as in the experimental design review type, timely inspired common summarize basic steps for: (1) group, numbering, unconditioned processing(2) conditional processing (3) method (or eq

30、uivalent) in dealing with the suitable conditions (4) observations, record the results (5) the conclusion. since a similar topic students only need to according to the topic request don't flash can be flexible.二、加强学科内综合运用能力的培养second, strengthen discipline within the integrated use of the cultiva

31、tion of ability 生命的基本特征之间不是彼此孤立的，而是相互联系的，学科内综合所涉及的知识-般涉及 多个章节的内容，必须以“学科专题”为中心构建知识体系，强化学科内综合能力，旨在培 养学科综合能力，形成知识网络，即把书读“薄”。between the basic feature of life are not isolated, but interrelated, discipline involved in comprehensive knowledge generally involves multiple sections of content, must start wi

32、th a "science projecth as the center to build knowledge system, strengthen the discipline of comprehensive ability, to cultivate discipline comprehensive ability, form knowledge networks, namely, read the book mthinu.1.建立生物学观念，训练科学思维。在教师的诱导下运用横串纵联的复习方法，建立生物 学观念，形成知识链。生物学的主要观念有：生命的物质性观念、结构与功能相统一

33、观念、 局部与整体相统一观念、生命活动对立统一观念、生物进化观念、生态学观念。观念内部包 括相应的知识点，观念之间乂通过知识链形成知识网。1. set up concept of biology, training scientific thinking. under the induction of teachers make use of the horizontal string longitudinal review method, establishing biological concepts, formation of knowledge chain. biology main

34、ideas are: life of material, structure and function unifies, partial and the overall unity idea, life idea, the idea of biological evolution and ecology idea of the unity of opposites between ideas inside including relevant knowledge, and through the knowledge chain form a knowledge network.2.解决生物信息

35、迁移题，培养学生解决问题的能力。科学方法的一般步骤是：观察实验一 数据处理一科学抽象一建立模型或提出假说一验证假说一得出结论。归纳、类比、联想是解 决生物信息迁移题的一般方法，复习中应加强训练，如由植物细胞因渗透作用发生质壁分离 及复原类比出动物细胞因渗透作用而改变形态。2. solve the biological information transfer problem, cultivate students the ability to solve the problem. general steps of the scientific method is: to observe the

36、 experiment and data processing to scientific abstraction, build a model or hypothesis to verify the hypothesis, conclusion is put forward inducfion, analogy, lenovo is the general method to solve the biological information transfer problem of the review should be to strengthen training, such as by

37、plant cell plasmolysis and recovery as a result of the interaction between the seepage simulates animal cells by osmosis change form三、教给学生解答生物试题的三个过程third, teach students to solve three processes of biological questions1审题：认真读题找关键字词，明确这个试题的设问和题目提供的条件的关系。对“熟题“ 的审查不要凭印象，应当特别仔细、认真阅读，注意它的细微变化，不受思维思维定势影响

38、。 对新颖的生题审查要耐心，只要耐心多读儿遍，就能找到解决问题的办法1. topic: read the topic carefully find the key words, establish to clear the questions and topic provides the conditions of the relationship. impression of ''familiar topic review11 don't with, should be especially careful, serious reading, pay attentio

39、n to the subtle changes in it, not affected by the mind-set of thinking. review to the new life to be patient, as long as the patience to read a few times more, can find the solution to the problem2. 破题：仔细分析题意，弄清命题意图；(是什么？为什么？怎么样？)2. presentation: amplification analysis the question carefully and ma

40、ke clear proposition; (what is it? why? how?)3. 答题：全面组织知识，完整规范作答。准确应用专用术语，要尽量川课本术语进行表述。 话要说完整，要做到层次清晰、条理清楚、逻辑严谨，紧扣基本观点。3 the answer: comprehensive knowledge organization, complete specifications. accurate application of special terms, try to use text to define this term. to say complete, to do hiera

41、rchy clear, coherent and logical rigor, stick to the basic point of view.四、架起学科间的桥梁，培养信息转换能力four, set up a bridge between the disciplines, train the ability of information transformation综合题是以能力目标为主导，结合各学科的相关知识设置新情景、新问题，强调联系实际， 以培养学生灵活运用知识的能力，即把书读“活”。复习时尽可能拓宽知识而。comprehensive topic is the ability to

42、target as the leading factor, the combination of disciplinary knowledge set up new situation and new problems, stressed that with practice, to train the students1 ability to apply knowledge, or read the book "live” when reviewing broadening knowledge as much as possible1.使生物与化学和物理等各学科有机联系。组成生物体的有机物糖类、蛋白质、脂肪等与 有机化学紧密相连，复习吋适当渗透；显微镜、光合色素与物理的光学有相通的地方，复习 时做到横向联系。1. make the biological and chemic