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生物课的复习,方法是多种多样的。图形转绘,不是简单的描摹仿制。而是利用模象直观的原则,通过运用实际事物的各种模拟形象,丰富学生的直接经验和感性知识。从而获得生动的表象,达到比较全面、比较深刻地掌握知识,提高理解和识记能力之目的。 高中生物课本中共有插图105幅。这些插图与课文的观点、重点密切相关,旨在说明所要理解的客体,揭示其本质规律。105幅插图中,许多属显微、亚显微、甚至分子水平结构物质的宏观再现。学生手脑并用,再绘图形,再显微观,变抽象为具体,变想象为验证,极大地提高了复习的效率。 图形转绘作为一种复习的手段,必须在教师的指导下,增加相关的思考因素,通过设疑,问答,解释等,指导学生从展示的现象上去认识事物的本质,促进学生全面深刻地掌握知识,全方位地开发智力,培养能力。现就细胞结构的知识复习方法表述如下: 1.学生默绘植物细胞亚显微结构模式图(如图),并注明各部分名称。
There are many ways to review biology courses. Graphics rendering is not a simple description of imitation. Instead, it uses the principle of intuitive model and enriches students’ direct experience and perceptual knowledge through the use of various simulated images of actual things. In order to achieve a vivid appearance, we can achieve a more comprehensive and more profound knowledge, improve the understanding and memorizing ability. There are 105 illustrations in high school biology textbooks. These illustrations are closely related to the point of view and focus of the text. They are intended to illustrate the objects to be understood and reveal their essential laws. Many of the 105 illustrations are macroscopic reproductions of microscopic, submicroscopic, and even molecular level structures. The students use their hands and brains together, then plot and microscopically view them, transforming them into concrete concepts and changing them into verifications, greatly improving the efficiency of review. As a means of reviewing, graphics transfer must be based on the teacher’s guidance to increase relevant thinking factors. Through questioning, question and answer, and explanation, students should be guided to understand the nature of things through the phenomenon of display, and to promote students’ comprehensive and profound understanding. Knowledge, all-round development of intelligence, ability to develop. The knowledge review method of cell structure is described as follows: 1. The student draws a picture of the subcellular structure of plant cells (pictured), and the name of each part is indicated.