在生物课的习题中,有些很简单的计算题学生却不能正确解答。究其原因,主要是在教学过程中,没有把有关知识的内在联系讲清楚,更没有注意隐含知识的挖掘及迁移运用。因此,教学时,注意挖掘隐含知识的内在联系,将一些学生普遍感到困难的问题归纳并使之简单公式化,既便于学生掌握,又减轻了学生负担,提高了学习效率。下面从两个方面举例说明。 一、氨基酸形成蛋白质过程中的知识联系 蛋白质是生命活动的体现者,从结构和功能方面去理解并不难。作为组成蛋白质的基本单位——氨基酸的组成、结构特点本身也不复杂。而由氨基酸合成蛋白质的过程中,有关脱水分子数,形成的肽键数与组成该蛋白质分子的氨基酸总数及肽链条数的关系,由于教材未直接说明,而试题中经常出现,多数学生难以正确 In the exercises of biology class, some students with very simple calculation problems can't answer correctly. The reason is mainly that in the process of teaching, the internal connection of relevant knowledge is not clearly explained, and no attention is paid to the mining and relocation of implicit knowledge. Therefore, during teaching, attention should be paid to the internal relations of hidden knowledge, to summarize and make simple formulas for problems that are generally difficult for students. This will not only make it easier for students to grasp, but also reduce the burden on students and improve the efficiency of learning. The following illustrates from two aspects. First, the knowledge link in the process of amino acid formation The protein is the embodiment of life activities. It is not difficult to understand from the aspects of structure and function. As a basic unit of protein composition, the composition and structure of amino acids are not complicated by themselves. In the process of synthesizing proteins from amino acids, the relationship between the number of dehydrated molecules, the number of peptide bonds formed, and the total number of amino acids constituting the protein molecule and the number of peptide chains is not directly stated in the textbooks.