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自1961年第一版“生物学第三册”开始讲授两个遗传学派的理论以来,我们走了不少弯路,在教孟德尔摩尔根遗传规律时,学生反映听起来费力,难于理解,课后含糊,容易遗忘。几年来的教学实践证明,在讲授这部分教材时,若仅根据课本分析推导,对于初学的高三学生来说,比较抽象、不易理解,教师想在当堂巩固新知识,更感不易,形成生物学教学中学生最感困难的部分。我们学习了毛主席著作,特别是“实践论”和“矛盾论”启发了我们重新认识了理论必须联系实际,实践是克服困难的关键,是认识的源泉这一教导的深刻意义。在学校党支部的支持下,我们走出教研室进行了一系列的试验工作,教师自己动手,先后在生物园种了
Since the first book of Biology, 1961, the third volume of biology began to teach the theory of the two genetics, we have taken a lot of detours, teach Mendelian Morgan’s genetic law, students reflect the sounds laborious, difficult to understand, class After vague, easy to forget. Years of teaching practice has proved that when teaching this part of the textbook, if only based on textbook analysis and deduction, it is more abstract and difficult to understand for the high school seniors who begin to learn. Teachers want to consolidate new knowledge in the workplace to make it more difficult to form biological The most difficult part of teaching students. We have studied Chairman Mao’s works, and especially the “theory of practice” and the “theory of contradictions” have inspired us to re-understand the theory must be linked to practice, practice is the key to overcome difficulties, is the source of understanding, the profound significance of this teaching. With the support of the school party branch, we walked out of the teaching and research room to carry out a series of experimental work. The teachers started their own work and successively planted them in the zoological garden