教学是一个生成性的过程,课堂作为教学的主阵地,是生成性知识总结的源泉.从多角度进行生成性总结,才能提高教学效率.生物课堂生成性总结可从以下方面探索.一、定义适用度的拓展性总结定义一般具有多个层次,限制条件较多,应用中变化繁杂,因此,必须引导学生对定义的理解进行“立→破→再立”的引导,使学生学会适应和变通.实例:传递效率的定义.传统的传递效率定义归纳,主要针对“同化”为定义中 Teaching is a generative process. Classroom, as the main position of teaching, is the source of generative knowledge summaries. From a multi-angle generative summary, we can improve the teaching efficiency. The biological classroom generative summary can be explored from the following aspects. Extensibility of applicability The summary definition has many levels, limited conditions, and complex changes in application. Therefore, students must be guided to “define”, “break”, and then “stand” to make students understand And work-around. Example: Definition of transfer efficiency. The definition of traditional transfer efficiency is summarized, mainly for the definition of “assimilation”.