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受到传统教学模式的影响,在很长一段时间内我国教师普遍都沿用着单一、枯燥的“满堂灌”教学模式,即在教学的过程中给学生灌输大量的学习知识,从而忽略了学生的学习感受,使得学生习惯于只是一味的等待教师灌输学习知识,而忘了自己要在学习的过程中要发散逻辑思维,对知识展开思考和探究,进而导致学生养成一种十分消极的被动学习状态。这对学生今后各方面的学习和发展来说都是十分不利的。在高中生物课堂教学的过程中,我深深的体会到学生学会探究知识往往比直接给学生灌输学习知识要成长的更快。只有教师在教学的过程中不断的引导学生对生物知识展开探究,这样才能保证他们借助自身的力量来完成生物学习,进而不断提高学生的生物学习能力。下面本篇文章将对高中生物课堂中的探究性教学展开探讨,并借助相关的教学策略来进行分析和论述,以供参考。
Affected by the traditional teaching mode, for a long time our teachers generally follow a single, boring “full house ” teaching mode, that is, in the process of teaching to instill a large amount of learning knowledge to students, thus ignoring the students Learning experience makes students accustomed to simply waiting for teachers to instill knowledge of learning and forget that they have to divergent logical thinking in the process of learning to think and explore the knowledge and then lead students to develop a very negative passive learning status. This is very unfavorable to the students’ learning and development in all aspects of the future. In the process of teaching high school biology class, I deeply realized that students learn to explore knowledge is often faster than instilling in students learning knowledge to grow faster. Only teachers in the teaching process continue to guide students to explore biological knowledge, so as to ensure that they use their own power to complete the biological learning, and thus continue to improve students’ biological learning ability. The following article in this article will probe into the inquiry teaching in the biology class of high school, and with the help of relevant teaching strategies to analyze and discuss for reference.