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很多学校的学生对生物实验课普遍存在着兴趣浓,效果差或高高兴兴进,糊里糊涂出的问题.实验课到底如何上才更有效?本人通过多年探索,找到了一种二次反馈教学模式,即反馈(课前)→操作→反馈(课堂)→考核模式.一、模式设计(一)实验原则从技能学习的角度来看,生物实验教学要遵循以下几条原则:1、知动协调原则技能学习就是在认识动作要领后.建立知觉一动作的协调反应,并逐步达到熟练.2、利用表象原则在技能学习的认知阶段,从教师角度看,包括讲解和示范两个环节;从学生角度看.包括观察、记忆、想象三个环节.
Many students of the school have a wide interest in biological experiment classes, and they have poor interest or are happy and amazed. How effective is the experiment class? How does the experiment class work more effectively? After many years of exploration, I found a kind of secondary feedback. Teaching mode, ie feedback (before class) → operation → feedback (classroom) → assessment mode. I. Pattern design (1) Experimental principles From the perspective of skill learning, biological experiment teaching should follow the following principles: The principle of dynamic coordination skills learning is to understand the action of the essentials. Establish a coordinated response of the perception of a movement, and gradually achieve proficiency. 2, the use of representational principles in the cognitive stage of skills learning, from the perspective of the teacher, including the interpretation and demonstration of the two links From the student point of view, including the observation, memory, imagination three links.