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在学科教学中培养学生的创新能力,是素质教育的题中应有之义。目前,这一理念虽然已经得到了广大生物教师的认同,但如何去实施并取得实效,却仍是一个值得认真探究的问题。本文拟就培养学生创新能力的有效路径问题,提出自己的看法。一、质疑导学生物教学中,教师应该重视质疑的导学作用,让学生思维随时处于“悱发”状态,有助于启发学生创新思维。如,在教学生物的性别决定和伴性遗传这部分内容时,可先设置:为什么有的夫妇生男孩,有的夫妇生女孩?人类中男女比例为什么总趋
In the subject teaching to develop students’ ability to innovate, is the proper meaning of quality education. At present, although this concept has been approved by a large number of biological teachers, it is still a problem worth exploring carefully for its implementation and effectiveness. This article intends to raise students’ innovative ability of the effective path, put forward their own views. First, the question of guidance teaching Biology teaching, teachers should pay attention to the role of the guiding role of the challenge, so that students thinking at any time in the “hair” status, help to inspire students innovative thinking. For example, in the teaching of biological sex determination and sex-linked inheritance this part of the content can be set: why some couples have boys, some couples have girls?