实物观察是使学生直接从客观实物的观察中获得或引证知识,它在生物科的教学过程中具有经常性的因素,应该而且可能多作—些。但实物观察之效果除和选取材料、组织形式的不同而有高低外,很大程度也取决于指导观察的方法。因为从学生的学习心理来看,每遇有实物观察时,学生是非常高兴的,在好奇的心情的支配下急于观察,很快的就观察完了。不能细致的、有步骤的观察。教师仅借助于口头指导和纪律要求,每不能控制。尤其在观察对象是比较复杂的或种类较多的情况下更不易保证观察的效果。几年来我在比较复杂和种类较多的分组实物观察教学中采用了书面式的观察提纲和记录的方法,现在愿将运用的方法介绍出来,以请教于生物教师研究指正。在教动物学的甲壳类时,教科书上本来讲的是长 Physical observation is to enable students to obtain or quote knowledge directly from the objective physical observation, it has a recurring factor in the teaching of biology, should and may be more. However, in addition to the effect of physical observation and selection of materials, different forms of organization and level of outside, to a large extent, also depends on the method of instructional observation. Because from the student’s learning psychology point of view, each case of physical observation, the students are very happy, anxious to observe under the curious mood of the control, and soon finished watching. Can not be meticulous, step by step observation. Teachers can not control each other only with verbal guidance and discipline. Especially in the observation of the object is more complex or more types of circumstances more difficult to ensure the effect of observation. Over the past few years, I have adopted a written observation outline and recording method in the group observation teaching of more complex and more types, and I am now willing to introduce the method used to seek advice from the biology teachers. When teaching crustaceans in zoology, textbooks are about long