光学显微镜是中学生物实验的基本仪器。初中《植物学》列为学生实验一,要求学生认识它的构造,初步掌握使用它的技能。由于它的构造较为复杂,使用时要调节焦距和视场的明暗,学生较难掌握使用的方法。以后多次使用显微镜的实验课,很多学生既不会调节、又不善观察。教师顾此失彼造成课堂忙乱,完不成教学任务.为什么会产生这些问题呢?这既有操作问题又有不会动脑的问题。比如学生在观察人体口腔上皮细胞或变形虫时,尽管标本在视场中可能由于照明不当,视场光线太强,造成视而不见。有的学生把一个水泡,一点渣滓,误认为细胞,而不动脑分析活的细胞在透光上与非生命的物质(物体)应有什么不 Optical microscope is the basic instrument of high school biology experiment. Junior high school “botany” as a student experiment, requires students to recognize its structure, preliminary grasp of the skills to use it. Because of its complex structure, when used to adjust the focus and field of light and shade, students are more difficult to grasp the use of methods. Many times after using the microscope experimental class, many students neither regulate nor good observation. When the teachers fail to do so, they can not finish the teaching task, so why do these problems arise? There are both operational problems and non-intellectual problems. Such as students in the observation of human oral epithelial cells or amoeba, although the specimen in the field of view may be due to improper lighting, the field of view light is too strong, resulting in blind. Some students put a blister, a little waste, mistaken for cells, without brain analysis of living cells in the light with the non-living things (objects) should have nothing