支架式教学理论的核心是:“支架式教学应当为学习者建构对知识的理解提供一种概念框架。这种框架中的概念是为发展学习者对问题的进一步理解所需要的,为此,事先要把复杂的学习任务加以分解,以便于把学习者的理解逐步引向深入。”我尝试用这个理论,对一节初中生命科学的教学重难点进行了分析,在教学过程中有了一些实践和体会,希望得到专家同行的批评指正。本节课是上教版初中《生命科学》(试用本)第一册第2章 At the core of stenting teaching theory is: “Stent teaching should provide a conceptual framework for learners to construct their understanding of knowledge, which is needed to develop learners’ further understanding of the problem, , Prior to the complex task of learning to be decomposed in order to facilitate the understanding of learners gradually in-depth. ”I try to use this theory, a junior high school life science teaching difficult points in the teaching process Some practice and experience, hoping to get expert criticism. This lesson is the second edition of Chapter 1 of Life Science (Provisional) in the Junior High School