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1、1High school biology teaching problems and countermeasuresAt present time when the new curriculum reform at the national pilot and implement a comprehensive, most high school biology teacher has started to reach new curriculum ideas and efforts to be applied in teaching practice, biology class has u
2、ndergone some positive changes. I through the recent period of the current high school biology teaching, lectures and research, analysis of the classroom there is some of the key issues and propose coping strategies or proposals to satisfy the peer. 1, there are major problems 21.1 The teacher-stude
3、nt exchange a mere formality, the lack of depth of thinking “Basic Education Curriculum Reform Program,” the essence of the teaching position for the teacher-student communication, and common development of the interactive process can be described as hits the mark. Teachers and students are the main
4、 body of the teaching process, in the teaching process, should be emphasized between teachers and students, students between the dynamic exchange of information. From the present situation of teaching, many teachers wish to emphasize the subjective and student exchanges, but failed to students in an
5、 accurate grasp of 3the foundation is always a mere formality, in the classroom failed to provide an effective problem situation can not be organized in the classroom from a real and effective discussion and exchange of students in the classroom will be more superficial way of thinking, let alone pr
6、oduce thinking collision sparks. The main causes of this problem occurs is that the teaching of teachers failed to establish a scientific concept and knowledge of concept, narrowing the teaching objectives in order to impart knowledge, and consolidation. 1.2 Inquiry Teaching is too stylized, the lac
7、k of effective participation of students 4Teacher inquiry in the organization of teaching process, mainly in the following four errors: (1) explore the point of deviation; (2) explore the stylized; (3) explore the generalization; (3) hands-on labs = inquiry-based learning. From the current high scho
8、ol biology teaching point of view, the more prominent is the first two problems, teachers often are not allowed to be explored due to grasp the problem of point of departure from place to explore; while exploring the phenomenon of programmed instruction appears the main reason for the pursuit of tea
9、chers too a lesson to explore the various steps in the integrity of the process to explore tend to rush in the classroom, the students, as tourists cursory, did not receive proper inquiry teaching. 1.3 cooperative learning less efficient, the lack of effective organization 5In many public courses an
10、d high-quality bio-class competitions, they often can see groups of teachers to organize some cooperative learning activities, but organizational effectiveness, the real effective team co-operation are few. Other hand, mainly because some of our teachers to the concept of an error, it seems that in
11、order to reflect the new curriculum reform ideas, but deliberately cooperative learning for students. In this way, because of lack of cooperation from the students learn of effective training, there is no co-operation to develop good study habits, coupled with cooperative learning content difficult
12、to grasp the degree of difficulty and other reasons, led to many cooperative learning activities seemed more stiff and shallow, making it a kind of decoration, the lack of effective participation of students. 62, coping strategies 2.1 The emphasis on teachers teaching philosophy Update A core concep
13、t of the new curriculum is student-centered development. Every teacher should be fully aware of the schools all work are ultimately in order to promote the development of every student. In human development, the most central part of peoples emotions, attitudes and 7values, therefore, teachers in the
14、 design, organization, and reflect on teaching and learning activities over the whole, not only pay attention to the students to master knowledge and skills and training, more to pay attention to the emotional experience of students, concerned about their personal achievements and wisdom of the gene
15、ration. Teaching objectives in the classroom setting, we should stress the importance of the rich biological experiments practical activities to enable students to form a positive emotional attitude and positive values, which is biological science literacy an important way to cultivate, in fact, it
16、also reflects the biology teachers “teaching realm. “ In the current bio-classroom, many teachers to the memory of knowledge and understanding as the teaching of all, this is very beneficial to students interested in studying biology and understanding of the biology discipline of thinking, in fact, if teachers around a number of knowledge points often able to carry out a number of students to participate in activities, such as to guide students to analyze the rel
