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高中阶段的生物学知识比较散乱,而选择运用比较法,把课本中相关的知识放在一起进行比较,有利于学生将知识系统化,形成知识结构网络,并养成良好的思维品质。因此,生物教学中教师要根据教材的内容、前后知识的联系、学生的知识基础和思维能力等指导学生进行比较式学习。下面笔者以教学中的几个实例加以说明。1真核细胞与原核细胞的比较(1)细胞核的比较:真核细胞具有由染色体、核仁、双层核膜等构成的细胞核;原核细胞无核膜、核
The biological knowledge in senior high school is rather scattered, and choosing to use the comparative method to compare the relevant knowledge in the textbooks together will help students to systematize knowledge, form a network of knowledge structures, and develop good thinking qualities. Therefore, in the teaching of biology, teachers should guide students to conduct comparative learning based on the content of the teaching materials, the connection of before and after knowledge, the knowledge base of the students, and the ability of thinking. Below, the author illustrates the teaching examples. 1 Comparison between eukaryotic cells and prokaryotic cells (1) Comparison of nuclei: Eukaryotic cells have a nucleus consisting of chromosomes, nucleolus, and double nuclear membrane; pronuclear cells have no nuclear membrane and nucleus.