Improve the Quality of biological understanding of classroom teaching-毕业论文翻译.docVIP

Improve the Quality of biological understanding of classroom teaching First, the time to learn the students themselves In the teaching process, talk less, Jingjiang, some of the problems a little coaching, the use of methods inspired by induction, evoked the desire of students to improve student interest in learning, give students enough time to operate, to think, to communicate , within the teaching activities of teachers into the student learning, thereby promoting their self-learning ability. students to identify problems, and the courage to propose to the teacher, which they study hard and take the initiative to study the performance. to encourage students to boldly challenged students in the “suspect” in a problem, in the “suspect” in the interest, only “suspect” only think, only “thinking” and issued to spark innovation. Second, pay attention to the language of instruction Teachers in the teaching of biological knowledge, the first focus is the language of science, followed by the language of art, but must not neglect the language of art, because it is an important factor in increased interest in learning, one of which is conducive to arouse students no intention to pay attention, to attract students to concentrate. the language of art mainly in: 1, the language should be concise and logical, it sounds logical, and inter-related, layers of depth. 2 to vivid language teachers can use the metaphor of the image will be difficult to understand the problem becomes easy to understand. Transmembrane transport modes, such as about the material, can be likened to a sliding free diffusion, will help spread compared to the next bike Singapore, the active transport compared to riding a motorcycle climbing. 3, the language should have rhythm, moderate speed, pay attention to tone, intonation, and appropriate pauses. All major and difficult teaching of knowledge, speed must be slowed down some, add some tone to the tone to be lowered more. 4,