生物学较其他学科更富有形象性,因此,在教学中必须注意生物形象,手势的运用较挂图和一般模型更容易达到这一效果。如在讲蝇的外形结构时,配合运用(图1)所示手势有助于学生理解蝇的头部结构。又如在讲河蟹横向运动时,用(图2)所示手势辅助教学,可使学生在动态中深刻体会河蟹的横向运动。 师生每人都有一双手,既方便又灵活,所以在做手势时,应鼓励学生与教师一起做,从而活跃课堂气氛,增加趣味性,促进理解,强化记忆,推动生物学教学。 Biology is more visual than other disciplines. Therefore, we must pay attention to biological images in teaching. The use of gestures is more likely to achieve this effect than wall charts and general models. For example, the gestures shown in Fig. 1 can help students understand the structure of the head of the fly. Another example is the use of gesture-assisted instruction (Figure 2) to teach students about the lateral movement of the river crab. Teachers and students each have a pair of hands, which is both convenient and flexible. Therefore, when making gestures, students should be encouraged to work with teachers in order to activate classroom atmosphere, increase interest, promote understanding, strengthen memory, and promote biology teaching.