在生物课堂教学中,限于地区、季节、经济条件等因素,不可能完全运用实物或标本进行直观教学。同时有些生物的组织构造,也不易在课堂上演示,必须要运用挂图,教学挂图在课堂上就有它独特的作用了。笔者在使用挂图的过程中,考虑到内容、效果及使用上的灵便对一些挂图作了改进,介绍如下: (一)摺式:在教初—植物学地下茎部分时,课本上要求向同学介绍四种地下茎,这些地下茎在当时又都能找到,象藕、竹鞭、蘆根、慈菇、荸荠等这些同学们非常熟悉的实物,如果把这些都拿到课堂上来,就显得累赘,因此我决定除采用蘆根、荸荠等实物进行新课教学外,把竹鞭、慈菇、马铃薯、百合四种不同类型的地下茎设计成一摺式挂图作为巩固新知识时应用,图式如 In biological classroom teaching, limited to the region, the season, the economic conditions and other factors, it is impossible to use the physical or specimen for visual teaching. At the same time, some of the biological structure of the organization, it is not easy to demonstrate in the classroom, must use the flip chart, teaching chart has its unique role in the classroom. I use the flip chart in the process, taking into account the content, the effect and the use of handy on some flip chart made improvements, introduced as follows: (A) Fold: teach early - Botany underground stem part of the textbooks on the requirements introduced to the students Four kinds of underground stems, these underground stems were found at that time, such as lotus root, bamboo whip, reed rhizome, arrowheads, water chestnuts and other students are very familiar with the kind, if these are brought to the classroom, it becomes cumbersome, so I Decided to use reed rhizome, water chestnuts and other physical objects for the new class teaching, the bamboo whip, arrowhead, potato, lily four different types of underground stems designed as a flip chart as consolidation of new knowledge applications, such as schema