初中学生与中师学生在知识经验、心理素质、生理特点等多方面都存在着差异,为此,在教学上教师就要根据学生的具体情况选用不同的教法,笔者曾在中师任教十多年,而后又在初中任教,发现尽管初中与中师生物学教材有许多内容基本相同,但却不能采用同样的方法教学。下面谈谈我在初中与中师讲授“光合作用”一节时分别采用的教学方法,和同行们共同商讨。 一、对初中学生应注重感性认知过程 光合作用安排在初一第一学期,这个时期的学生好奇心强,但又缺乏生物学知识,而本节内容较抽象,且又是全书重点之一,故教学中通过实验使学生的思维直接与感性认识相联系,遵循先感性后理性的认识规律获得新知识,在做法上: 首先,安排学生课前预习“绿叶在光下制造淀粉”的实验,要求仔细看图,认真思考。接着按 Junior high school students and secondary school students have differences in their knowledge and experience, psychological quality, and physical characteristics. For this reason, teachers are required to use different teaching methods according to the specific conditions of their students. After years of teaching and then teaching in junior high school, I discovered that although junior high school and basic biology textbooks are basically the same in many aspects, they cannot be taught in the same way. Let’s talk about the teaching methods that I used when I was teaching middle school students and junior high school to teach “photosynthesis”, and discussed with my colleagues. First, junior high school students should pay attention to perceptual cognitive process Photosynthesis arrangement in the first semester of the first semester, students of this period are curious, but lack of biological knowledge, and this section of the content is more abstract, and it is one of the focus of the book Therefore, in the teaching, the students’ thinking is directly linked with the perceptual knowledge, and the new knowledge is obtained following the perceptual rational knowledge. In practice, first, arrange the students to preview the experiment of “green leaves under the light to make starch”. Requires careful look and careful thinking. Then press