导语是中学生物教学中不可忽视的一个重要环节,它直接影响到课堂教学的效果。生物课传统的导语,多为新旧联系式、即联系旧知识,引出新知识,往往采用简单的问答来进行。尽管这种形式体现了“温故而知新”的教学思想,并被许多生物教师所采用,但是千课一律,有时就显得平淡刻板,缺乏新意,既不易激发学生的学习兴趣,又常常抑制了学生的思维活动,势必影响课堂教学效果。因此,不拘一格,因课而异,精心设计出一些新形式的导语,实有必要。那么怎样设计生物课的导语呢?下面就谈谈几种导语的设计,供参考:1、故事式导语讲述“根对无机盐的吸收”一节时,我 Lead language is an important part of secondary school biology teaching, which has a direct impact on the effectiveness of classroom teaching. The traditional introductory biology class, mostly new and old contact, that is, contact the old knowledge, lead to new knowledge, often using a simple question and answer. Although this form embodies the teaching idea of ​​“learning from the outside”, and is adopted by many biological teachers, it is always plain and lacking in new ideas. It is neither easy to stimulate students’ interest in learning nor is it often suppressed Students’ thinking activities will inevitably affect the effectiveness of classroom teaching. Therefore, eclecticism and curriculum-specific differences, it is necessary to elaborate some new forms of introductory language. So how to design biology class guide? Here to talk about several kinds of lead language design, for reference: 1, the story lead narrative “root absorption of inorganic salts” section, I