Eighth Grade Volume 1 "Biological Invaders" Lesson Notes

1. Teaching materials

"Biological Invaders" is selected from the 4th text of the fourth unit of the eighth grade Chinese language volume of the People's Education Press. It is an explanatory text that introduces Regarding the knowledge that organisms may cause harm to humans through unnatural ways, the title "Biological Invaders" is vivid and vivid, attracting readers' attention. The article introduces the object of explanation at the beginning, and then introduces what biological invaders are and their harm, and then analyzes biological invaders. The causes and ways of the increase, and then write down the different attitudes of the biological and ecological circles towards "biological invaders", as well as the corresponding measures taken by countries around the world, which are explained in a logical sequence. The ideas are clear and organized.

Based on the three dimensions of "knowledge and ability, process and method, emotional attitude and value" in the new curriculum standard, combined with the teaching requirements of this unit and the characteristics of this course, I determined the teaching objectives of this course as: (1) Knowledge and abilities: 1. Understand the ecological knowledge related to biological invasion; 2. Clarify the order of explanations and summarize the main points; 3. Understand the expression effect of the explanation methods in the text. (2) Process and method: 1. Read the text and screen the main information; 2. On the basis of mastering the concept of "biological invaders", clearly explain the sequence, discuss the explanation method, and analyze the explanation language. (3) Emotional attitudes and values: The severe situation of biological invasion in my country is introduced through multimedia courseware to enhance students' sense of social responsibility.

Teaching focus: 1. Clarify the order of explanation; 2. Master the method of explanation.

Teaching difficulty: How to treat the phenomenon of biological invasion.

2. Talk about learning

After analyzing the teaching materials and understanding the teaching objectives, it is not difficult to understand the key points and difficulties of this lesson. Therefore, based on my understanding of the students in this class, In terms of cognitive level and thinking ability, I feel that the students are methodical in independent thinking, cooperative exploration, and answering questions. The students have played a main role, which reflects the high quality of the students in this class and completed the teaching goals I designed.

3. Preaching method

There are regular methods in teaching, but there is no fixed method. The most important thing is to obtain the method and use it. Teaching is not only a science, but also an art. How to adhere to the principles of "people-oriented" and "combination of instrumental and humanistic" Chinese language and choose the most suitable teaching methods to fully reflect the main role of students, so that the classroom can present an atmosphere of self-cooperative inquiry and make teaching interactive , promote students’ development. Therefore, I adopted the reading method, multimedia presentation method, and cooperative communication method.

Reading aloud method: teaching method based on reading aloud. In order to obtain the information in the text, you must understand it by reading the text aloud.

Demonstration method: This article contains many biological invaders that students have not seen before. Through demonstration pictures, students can more intuitively understand the harm of biological invaders to humans.

Cooperative communication method: Students can solve difficult problems, discover some truths through exploration, and acquire more knowledge. Confucius said: "When three people are walking together, there must be my teacher." If several people communicate together, they will definitely get twice the result with half the effort.

IV. Lecture Method

This class mainly focuses on two methods: self-study and cooperative inquiry. Before class, students have previewed the content of this class. I also investigated students’ knowledge of expository texts about the sounds, shapes, and meanings of new words. In this lesson, I did not check the new words in the text. I focused on asking students to independently outline the central sentence of each paragraph in the text and explain it. sequence and explain the benefits or functions of the methods, allowing them to cooperate in exploring some answering skills and methods on the basis of self-study. In this way, it not only improves their self-study ability, but also improves their awareness of cooperative inquiry, and also improves their reading ability. capabilities of such articles.

5. Teaching process

10. Appreciate pictures and introduce passion;

2. Read the text aloud and gain overall perception;

1. How do you understand “invasion” and “biological invaders”? Say it in your own words.

2. In addition to telling us what a "biological invader" is, what does this article also talk about? (Summary on the basis of finding the central sentence of each paragraph)

3. Grasp the content and clarify the order;

Students browse the text and think about the following questions:

1. What biological invaders are written in the article? What harm do they do?

2. What are the reasons and pathways for the increase in biological invaders?

3. What order of explanation is used in this article? Talk about the benefits of this arrangement.

4. Cooperation, communication, and inquiry methods;

Which explanation methods are used in this article and explain their expression effects.

1) Find relevant explanation methods in the text by highlighting the dots.

2) Available The sentence "?" in the article uses the explanation method of ? to illustrate the characteristics of ?.

5) Skip the text and appreciate the language

1. Which words and sentences are used well in the text?

2. Can some words in the text be deleted? Why?

Six. Ask questions and understand the main idea.

1. Students ask questions that they do not understand, and teachers and students answer them together.

2. The teacher asks questions to break through the difficulties in the text.

3. Teachers and students *** explore the main purpose of this article together.

7) Start a debate and express your views.

Regarding the dangers of "biological invaders", biologists and ecologists hold different attitudes. Whose view do you agree with?

1. Students are divided into two groups, A and B, to discuss.

2. Comments from teachers and students, summarizing students’ attitudes and opinions.

8), expand and link life

1. Have you ever heard of or seen biological invaders in your life? Talk about whether they have brought harm to people.

2. How to effectively control the phenomenon of biological invasion.

9) Class summary, end of new lesson

Let us work together to resist "biological invasion"!

Let us take good care of our nature.

6. Talking about the expected effect

According to my teaching design, I think the teaching goal has been achieved. From the teaching practice, the students’ generalization ability is good and their generalization ability is also very good. Strong, the teaching process unfolds fairly smoothly. What needs to be strengthened in teaching in the future is to leave opportunities for students to question and explore the text more thoroughly.