论文部分内容阅读
随着研究性学习在新一轮课程改革中的开展,研究性的生物学实验将进入中学生物学实验课堂。过去中学生物学实验一般是验证性实验,从研究性学习的角度来看,一定程度上束缚了学生的创造力,减少了学生探索与发现的机会。林汉达说:“中国历来的读书人大半的努力全在美化他的工具上,他把铁锄擦亮了还不够,再把铁锄的尖头镶了金,嵌了玉,又把铁锄柄改为象牙的,费了一生的光阴和努力,只做成了一柄镶金嵌玉的锄头,什么矿也没有开。”如果我们转换一个角度,把适合于研究和探讨的生物学内容转化为课题研究型的实验,参照课题由学生自行设计方案、动手开展试验和实验结果分析。这样做就相当于拿锄头来开矿并让锄头在开矿中溅出火花来,进而达到有效培养学生实践能力和创新能力的目的。
With the development of research learning in the new round of curriculum reform, research biology experiments will enter the middle school biology experiment class. In the past, biology experiment in secondary schools was generally a confirmatory experiment. From the perspective of research-based learning, students’ creativity was limited to a certain degree, and students’ opportunities for exploration and discovery were reduced. Lin Handa said: "Big efforts of Chinese readers have been beautifying his tools. It is not enough to polish the iron trowel. Then the tip of the iron shank is set in gold, jade is embedded, and the iron shank is changed. For ivory, it took me a lifetime of work and hard work to make only a stud with gold inlaid with jade, and no ore was left open.” If we change an angle, we transform the biological content suitable for research and exploration into Subject-based research experiments refer to topics designed by students themselves, hands-on experiments and experimental results. This is equivalent to taking the hammer to mine and let Shantou spark sparks in the mine, so as to effectively cultivate students’ practical ability and innovative ability.