Investigation report on the relationship between microorganisms and us in primary school science

First, the relationship between comprehensive practical activities and junior high school biology teaching;

The development of comprehensive practical activity class and the new curriculum reform of junior high school biology have great influence on junior high school biology teaching, but they are closely related. For example, the guiding ideology of comprehensive practice is consistent with the guiding ideology of the new biology syllabus in cultivating students' ability. The Ministry of Education stipulates that the comprehensive practical activity course is a compulsory course from primary school to senior high school, and its contents mainly include: information technology education, research-based learning, community service and social practice, and labor and technology education. It emphasizes that students should enhance their awareness of inquiry and innovation, learn scientific research methods, and cultivate their ability of comprehensive application of knowledge through practice. Strengthen the close relationship between schools and society, and cultivate students' sense of social responsibility (Ministry of Education document: Ji Jiao [2006 54 38+0] 17). Therefore, carrying out comprehensive practical activities can obviously promote biology teaching.

The traditional biology teaching in junior middle school is insufficient in cultivating students' ability;

Junior high school biology class is one of the courses that students like to study. The reason is that many contents of this course are related to students themselves and real life, and it is the first course for students to contact with experiments. But if we use traditional teaching methods, students will soon lose interest. Why? 1. Because some senior one students haven't changed their study habits from primary schools, they can't adapt to the sudden increase in their study volume. Coupled with the need to understand biological knowledge, students who memorize by rote will definitely not do well in the exam. When the first or second grade is not ideal, students will be afraid of difficulties. This will hinder students' study. 2. If the teacher reads the textbook in class, it is easy for students to be distracted in class if they finish reading the textbook in advance. 3. In the experimental class, if the teacher demonstrates the experimental process in advance and the students repeat it, many behaviors of the students will be restricted, so the interesting experimental class will become boring. 4. Students learn indirectly, and master the scientific and cultural knowledge accumulated by human beings for a long time through teachers. Although there are teachers under the guidance, the effect of completing it independently with students is incomparable. Students took a shortcut to understanding. They mainly master rather than discover and lack experience. Therefore, the reform of biology curriculum is imperative.

New curriculum reform and comprehensive practical activity class are good ways to improve the teaching situation;

The purpose of new curriculum reform and comprehensive practical activities is to let students connect with social reality, learn through personal experience, accumulate and enrich direct experience, and cultivate innovative spirit, practical ability and lifelong learning ability. Biology in junior high school is a non-entrance examination subject, which is a bad thing for some people, because it will directly lead to the contempt of school leaders and students for biology teaching. However, it has advantages in implementing the spirit of new curriculum reform and carrying out comprehensive practical activities. Because, on the one hand, our biology teacher is not so stressed if his research fails. In addition, the comprehensive practical activity class is characterized by uncontrollable time. For the senior high school entrance examination subjects, under the current circumstances, the results of the senior high school entrance examination can be said to be the lifeblood of a school or a teacher, so uncontrollable time is a big problem, but junior high school biology teachers do not have this problem. Therefore, biology teachers should try more in this respect and find a way out for the teaching of other subjects.

Second, there are many things in biology that are suitable for comprehensive practical activities:

The course of "Comprehensive Practical Activities" that can be carried out in biology class is very rich, covering most areas radiated by biology in teaching materials, such as:

1, animal and plant specimen making: large specimen making: plant specimens can be made into roots, stems, leaves, flowers, fruits and seeds; Animal specimens mainly selected animals of Arthropoda, such as fish, frogs, turtles, snakes and other vertebrates as transparent bone specimens; Microscopic specimen making: plants can consider permanent slices such as "longitudinal section structure of onion root tip" and "transverse section structure of bean leaf", which not only teaches students certain making skills and cultivates their practical ability, but also further grasps the structural knowledge of roots, stems and leaves through observation. For animals, paramecium, nerve fiber and blood smear can be considered. As long as these small productions tell students the basic principles, students can explore independently. Believe in students, they will often get good grades. For example, in the interest class I organized in 2003, some students handed in samples made of glass, amber and wax, which exceeded the teacher's estimate.

2. Plant planting: In the plant ecological park of our school, different plants can be planted in different seasons, which not only beautifies the campus, but also cultivates students' practical ability and observation ability. In addition, grafting, cutting, layering and other technologies can be mastered by students. Soilless culture technology can also be used to decorate classrooms or family study. As for the organization and training, it depends on the conditions of the school. If the disinfection level is up to standard, you can try it.

3. Inquiry experiments: There are many inquiry experiments in biology textbooks. Due to the limitation of class hours, some exploratory experiments that cannot be completed in books can be arranged, implemented and completed in "comprehensive practical activities" As long as we follow the law of inquiry activities and use the comprehensive practical activity class, we should first carry out some interesting small experiments. On the basis of completing some small experiments, profound biological laws will be drawn. For example, the first volume of the seventh grade explores the germination rate of seeds, and the first volume of the eighth grade explores the feeding behavior of Pieris rapae.

4. Investigation: Investigation is a common method of scientific inquiry and an important means of learning biology. Nowadays, students need not only the ability to learn, but also the ability to communicate with and integrate into society. Therefore, in practical activities, students can go out of the classroom in groups and go to the natural and social environment to collect all kinds of information through interviews (individual conversations), seminars, questionnaires, tests (such as intelligence, ability, personality and other tests, written data analysis), and analyze, synthesize, compare and summarize the information, so as to get a regular understanding. For example, in September 2003, I carried out a comprehensive practical activity-165438+10: Investigation on garbage disposal in Jiangmen City, which achieved a good demonstration effect in our school. I attach the teaching plan of this activity I directed for your reference.

5. Holding exhibitions: using biological photography to show the morphological structure, living habits and behaviors of various creatures. The themes of the works include animals, plants, bacteria, fungi and viruses. Ordinary cameras, microscopes, scanning electron microscopes and other physical objects can be used for exhibitions: as large as biological landscapes and ecosystems, as small as an insect, a butterfly wing, a flower, a petal, and even the ultrastructure of cell tissues. In addition, students' small productions can also be used in exhibitions, such as "Vein Bookmark Puzzle" exhibition, "Flower Arrangement Art Exhibition" and other small exhibitions. In addition, I also organized students to investigate acne and myopia, and displayed the pictures and results of these investigations in the window of the campus. In this way, science, knowledge, technology and artistry are combined to cultivate students' creativity and rich imagination, which is also a promotion and demonstration for other students to participate in comprehensive practical activities.

Third, the significance of biology teachers to carry out comprehensive practical activities:

1. Comprehensive practical activities promote students' development: the development of everything needs the interaction of internal and external factors to produce qualitative change. Internal cause is the root of change, and external cause is the condition of change. Therefore, because the comprehensive practical activities are actively registered by students, the positive performance is guaranteed. Under the guidance of teachers, students can actively participate in inquiry activities. Teachers provide a platform for comprehensive practical activities, which is equivalent to external factors, prompting students to acquire knowledge and thus undergo qualitative changes. With the further development of students, it is naturally easier to learn biology and other subjects. Whether students can develop continuously is a problem that we as teachers must always pay attention to. If students' interest and vitality are overdrawn, it is better not to carry out activities.

2. Comprehensive practical activities promote the development of students' subjective consciousness: in any aspect of life, everyone's attitude, knowledge and understanding of things are different. In the investigation of garbage disposal in Jiangmen city, students' subjectivity can be fully reflected by designing and selecting the form of activities, experiencing the process of activities and testing the effect of activities. By participating in activities, students can enhance their self-confidence in mutual communication and collision. Because I am not very clear about the disposal of garbage, the answers to all questions must be investigated and explored by the students themselves, which gives the students in Grade One and Grade Two a chance to fully understand themselves, show themselves and develop themselves.

3. Comprehensive practical activities let students know through experience.

Comprehensive practical activities should not only care whether students gain knowledge, but also care whether students gain experience and increase their wisdom. The process is more important than the result, and wisdom is more important than knowledge. Constructivism believes that learners should be based on infectious real events or real problems, so that they can feel and experience in the real environment of the real world and gain knowledge. Our practical activities are to let students experience life, experience and acquire knowledge in the process of activities. The result of the activity itself is not necessarily important, at least let students experience success and failure in the process, feel happy and depressed, gain knowledge that is not available in class in the process, and apply and consolidate some theoretical knowledge in the process.

4. Comprehensive practical activities promote the improvement of students' social adaptability.

Some of our students are lazy, willful, moody and lack of cooperation spirit. However, teachers are less involved in comprehensive practical activities, only providing students with an activity platform and limited resources. Therefore, students must communicate and cooperate with classmates, teachers and people in society if they want to understand the problems they are studying. To adapt to such a small environment, we must overcome our bad personality, let students learn to get along, learn to be modest and tolerant, and gradually improve their social adaptability.

5. Comprehensive practical activities to cultivate students' innovative ability.

Practice is the source of innovation. Only when there are problems in life and activities will we find ways to solve them. Everyone needs some pressure to think and change, especially students. For example, if you don't go to the garbage dump, you won't know how smelly the garbage is, and students won't come up with any plants or methods to solve this problem.

Fourthly, the evaluation of the results of comprehensive practical activities organized by biology teachers.

Is the activity flow design reasonable and what is the actual effect? Did it function? The role of evaluation is very important, not only related to the success or failure of this activity, but also related to whether the following activities can be carried out smoothly. Evaluation plays an important role in evaluating the development and change of students' emotion, ability and knowledge in the comprehensive practical activity class. However, the course of comprehensive practical activities is very different from other courses, and teachers should give priority to evaluating whether it serves the lifelong development of students, whether it is parallel to the whole process of curriculum implementation and whether it is diversified. It embodies the people-oriented thought, pays attention to each individual's situation and needs, and respects and embodies individual differences. Stimulate the individual's subjective spirit, so as to urge each individual to realize his own value as much as possible. The evaluation of students can adopt the following methods:

Formative incentive evaluation method is mainly used for students. Pay attention to the process of students' participation in practice and their enthusiasm, cooperation, operational ability and innovative consciousness in this process. The evaluation subjects of comprehensive practical activities are diverse, students, teachers and parents can all be evaluators, and the evaluation methods are also diverse. In practice, we will mainly adopt three main forms: self-evaluation, portfolio evaluation and evaluation by others.

(1) Self-evaluation

Self-evaluation is an evaluation method with students themselves as the evaluation subject. According to the goal of comprehensive practical activities, students can design self-evaluation forms. We should have a clear understanding of our learning achievements, way of thinking, lifestyle and psychological changes, so as to promote our development in a good direction.

For example, students take part in garbage investigation activities, and I refer to the gauges designed after other people's successful cases: