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为了适应时代的发展,《全日制义务教育生物课程标准(实验稿)》在继承我国现行生物教学优势的基础上,提出了要面向全体学生,着眼于学生全面发展和终身发展。初中生物课针对学生的生理和心理特点,主要学习感性的、比较浅显的、侧重生命现象的生命基础知识。一堂生动的课,也应该讲究教学结构的安排。它不仅要有良好的开端,而且更应该讲究教学结构的安排,结尾的好坏也是衡量教师教学艺术水平高低的标志之一。
In order to adapt to the development of the times, “Biology Curriculum Standards for Full-time Compulsory Education (Experimental Draft)”, based on the preponderance of China’s current advantages in biology teaching, proposes that it should be oriented toward all students and focus on students’ all-round development and lifelong development. The junior high school biology class aims at students’ physical and psychological characteristics, and mainly studies the basic knowledge of life, which is emotional, relatively simple, and focuses on life phenomena. A vivid lesson should also pay attention to the arrangement of the teaching structure. It should not only have a good beginning, but also should pay attention to the arrangement of the teaching structure. The end of the good or bad is also one of the indicators to measure the level of teachers’ teaching art.