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一、运用信息技术创设情景,激发学生“探究”的欲望学习总是与一定的“情境”相联系的,因为在“情境”的媒介作用下,那些生动直观的形象才能有效地激发学生联想,唤起学生原有认知结构中有关的知识、经验及表象,使学生在新旧知识之间建立联系。只有在相应的问题情境下,学生才能产生心理共鸣,才能从情感体验中悟出某个问题的道理,教师除了要带着爱心,激情与微笑外,还要带着信息、音乐和故事等。生物教学必须要学会应用先进的网络资源来服务课堂教学,借助多媒体计算机具有的综合处理图形、图像、动画视频以及声音、文字和语言,符号等多种信息的功能,从声音、色彩、形象、情节、过程等方面,来表现各种情境,因而问题情境设置的生动有趣,形象具体,充分调动学生的多种感官来接受信息,集中学生的
First, the use of information technology to create scenarios to stimulate students “exploration ” desire learning is always associated with a certain “situation”, because in the context of “situation”, those vivid and intuitive image skills Effectively inspire students to associate, arouse students’ knowledge, experience and appearance in the original cognitive structure, so that students establish connections between the old and new knowledge. Only in the context of the corresponding problem can students have a psychological resonance to understand the truth of a problem from an emotional experience. In addition to carrying love, passion, and a smile, teachers must also bring information, music, and stories. Biology teaching must learn to apply advanced network resources to serve classroom teaching. With the help of multi-media computers’ comprehensive processing of graphics, images, animation videos, and voice, text and language, symbols and other information functions, from sound, color, image, The scenarios, processes, etc., to represent various situations, so the problem scenario setting is vivid and interesting, the image is specific, fully mobilizes students’ multiple senses to receive information and focus on students’