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由于新课程标准立足于对学生多元化的能力培养,教材也为教学提供了丰富的素材,内容灵活性大,加上新课教学时主要以素质教育为核心,完成学业水平考试。因此在进入一轮复习前,学生们掌握知识零散且遗忘较多,没有形成较强的综合能力和对知识的运用、迁移能力。而一轮复习是备战高考的重要阶段,其目的是引导学生复习再现课本核心概念,构建知识之间的联系,形成一定的知识体系,并尝试解决较为复杂的中学生物学问题,即适当增加对高考题的分析、解答和训练。故一轮复习的教学源于新课又高于新课。我在教学实践中,通常采用学案教学法,利用学案中的问题作为任务驱动,老师精心编写对应的复习讲义,通过师生协调互动的教学过程,达到夯实基础、培养自主学习、训练创新思维的良好复习效果。
As the new curriculum standards based on the ability to cultivate a wide range of students, textbooks also provide a wealth of material for teaching, content flexibility, coupled with the new class teaching quality education as the core, to complete the academic proficiency test. Therefore, before entering a round of reviewing, students have more knowledge and forgotten, and do not form a strong comprehensive ability and knowledge transfer and utilization ability. The purpose of reviewing the core concept of textbook is to guide students to review the core concepts of textbooks, to establish the connection between knowledge, to form a certain knowledge system, and to try to solve the more complicated problem of middle school biology, that is to say, College entrance examination questions, answers and training. Therefore, a review of the teaching from the new class is higher than the new class. In my teaching practice, I usually use case study method to make use of the problems in case studies as task-driven teachers to carefully prepare the corresponding review handouts. By teaching process coordinated by teachers and students, I lay a solid foundation to cultivate independent study and train innovation A good review of the effect of thinking.