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高中生物知识点繁琐、零散,高考试题千变万化,逐年加深。但是考纲、考点的变化并不大,即试题的考查点没有变。教师怎样才能透过试题找出考点,寻求答案呢?怎样才能在教学中,融入高考试题的考查呢?下面通过2015年几道基因工程高考试题的分析,尝试让生物试题“回归”考点、“回归”教材、“回归”课堂。
High school biological knowledge points are tedious and fragmented, and the high exam questions are ever-changing and deepening year by year. However, the changes in the syllabus and test sites are not large, that is, the examination points of the test questions have not changed. How can teachers find out the test sites through the test questions and seek answers? How can we incorporate high test questions in teaching? The following analysis of several genetic engineering high test questions in 2015 will try to get the biological test questions to return to the test center. , “return” teaching materials,“return” classes.