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高中生物说课稿10分钟(10篇)

格式:DOC 上传日期:2023-03-23 17:10:16
高中生物说课稿10分钟(10篇)
时间:2023-03-23 17:10:16     小编:zdfb

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高中生物说课稿10分钟篇一

本课的内容来自人教版《生物》第3册第5章“生态系统及其稳定性”第3节“生态系统的物质循环” 本课题的参考课时为2课时。(包括实验的组织和准备0.5课时)

教材第5章是以生态系统为框架,主要讲述了生态系统的结构,生态系统的能量流动物质循环、信息传递及稳定性等知识,主要体现宏观的生态学的内容。本节课内容是第5章的一个重点,是衔接生态系统稳定性与能量流动的重要环节,并为生态系统的稳定性实现提供了一个平台,埋下了一个伏笔。

该节内容与必修1细胞的物质输入和输出、细胞的能量利用和供应有联系。

学生已学习了生态系统结构和能量流动的知识,对这部分的内容有了初步的了解。学生对于生态系统功能的认识容易停留在简单识记水平,难以建立起结构功能间的联系,通过本节学习,可以深入理解生态系统结构和功能的关系,形成结构和功能相适应观点。通过做实验,引起学生对一些问题的思考,激发学生深入探究。帮助学生更好的理解生态系统的物质循环中从有机物到无机物的过程。根据学生已有知识和认知能力,在教师的引导下,对这部分内容进行探究基本上是可行的。

1、以碳循环为例,分析生态系统中物质循环的基本规律。

2、说明能量流动和物质循环的关系。

1、进行土壤微生物分解作用的尝试探究。

2、研究生态系统的规律,明确每一环节由哪些生物占据并完成相应的功能。当系统运行发生障碍时,找出问题可能发生在哪一环节,使自己的耐心细致的观察能力和识图能力得到提高。

1、通过带领学生做探究微生物分解作用实验,学生能遵循生态学原理去对待自然界的一草一木,同时培养一定的团队意识。通过做土壤微生物的分解作用实验,加深对生态系统物质循环的理解,使学生感受到探究问题的乐趣。

2、通过学习生态系统的物质循环,可知生态系统的结构和功能是相适应的,生态系统是一个生物与环境组成的统一整体,生物与环境相互联系、相互影响的,从而树立辨证唯物主义的观点。

3、关注碳循环平衡失调与温室效应的关系。认识保护生态环境的重要性。

分析生态系统中的物质循环。

说明能量流动与物质循环的关系。

本节课从“问题探讨”导入,既与上一节内容相联系,又从生态系统中的物质运行规律与能量流动规律的差异入手,便于激发学生兴趣。随后再从学生生活经验出发,关注碳的来源和去向。然后以碳循环为例阐述物质循环。在该部分引导学生画出碳循环过程图, 明确碳循环的主要环节及主要形式。“温室效应”这部分内容通过教师引导学生讨论来解决。引导学生关注环境问题。通过对探究实验的准备分析理解物质循环中生物的作用及物质循环的形式;同时对实验设计的等量对照原则再次巩固。

关于能量流动和物质循环关系的内容,通过讨论和列表比较,引导学生将这两部分主要功能综合起来理解。

四.理论依据:

依据布鲁纳的认知结构学习理论,在教学过程中,学生是一个积极的探究者。教师的作用是要形成一种学生能够独立探究的情景,而不是提供现成的知识。教师在学生的探究活动中帮助学生形成丰富的想象,有利于激发学生的好奇心。学生容易受好奇心的驱使,对探究未知的结果表现出浓厚的兴趣。

生态系统的物质循环是生态系统主要功能之一,因此只有全面理解并掌握了生态系统的结构功能,才能对生态系统的动态平衡有一个全面深入的理解;才能从宏观的角度去理解环境保护和生物多样性的重要性;才能理论联系实际,把本章的前后知识串成线、联成网,为进一步的学习和解题打下基础。

不少学生会认为与消耗能量一样,生物也在不断地消耗着物质,针对这种情况,提出“问题探讨――生态系统依靠太阳不断地提供能量,而生态系统中的物质却都是由地球提供的。为什么维持生态系统所需的大量物质,如氧、水、氮、碳和许多其它物质,亿万年来却没有被生命活动所耗尽?”,引起学生认知冲突,从而激发学生学习本节内容的兴趣。在讨论中,学生可能会提出“石油等资源难道不能被耗尽吗?”等问题。教师引导学生解决:

(1)煤、石油等是人类从事工业活动的物质资源,而非生态系统中生命活动所需的物质资源;

(2)煤、石油等资源是有限的,这些资源的形成需要相当长的时间,而消耗它们所需的时间却要短得多。

从学生生活经验出发,联系自己的身体,关注体内碳氧这两种元素的来源和去向以及碳氧的来去形式。关于碳循环的过程,指导学生识图,让学生运用前面学过的光合作用和呼吸作用的知识进行讨论,进而深入理解参与碳循环的生物类群和各生物类群的具体功能。启发学生归纳出碳循环的形式和范围及特点。概述物质循环与能量流动不同之处:在物质循环中,无机环境中的物质可以被生物群落反复利用;能量流动则不同,能量在流经生态系统各营养级时,是逐级递减的,而且是单方向的流动,而不是循环流动。引导学生画出碳循环过程简图,搞清楚两个问题:

(1)碳在生物群落和无机环境之间的循环形式:

(2)碳在生物群落内部的循环形式

关于生态系统物质循环的概念,主要讲清楚以下要点:这里所说的“生态系统”是指地球上最大的生态系统——生物圈,也就是要让学生明确生态系统物质循环的范围;这是所说的“物质”主要是指组成生物体的基本化学元素,而不是指由这些元素组成的糖类、脂肪和蛋白质等生物体内所特有的物质;这里所说的“循环”是指组成生物体的基本化学元素在生物群落与无机环境之间的往返运动,其中伴随着复杂的物质变化和能量转化,并不是物质的单纯移动;生态系统物质循环离不开能量的驱动。

联系生态环境的实际,如滥伐森林、化石燃料的燃烧等对碳循环的影响,引出温室效应这个话题。 “温室效应”是近年来日常生活中频繁出现的词汇,学生并不陌生,而且切身感受到温室效应的存在。对这部分内容通过教师引导学生讨论来解决(包括温室效应的成因、危害、对策)。引导学生关注环境问题。

通过对探究实验的准备分析理解物质循环中生物的作用及物质循环的形式;尤其是物质循环中从有机物到无机物的过程。另一方面,在此探究中可以复习前面的物质鉴定知识,进一步深入理解实验设计的控制单一变量原则、等量对照原则等。

关于能量流动和物质循环关系的内容,通过讨论和列表比较,引导学生将这两部分主要功能综合起来理解。

物质循环和能量流动的关系:

(1)区别:

能量流动物质循环

形式

特点

范围

(2)联系

两者是______进行的,彼此__________,_____________。

能量的_____、______、_______和_____,都离不开物质的._____和 _____ 过程。

物质作为能量的_____,使能量沿着______________流动;能量作为_______,使物质能够不断的在________和_________之间__________。

生态系统中的各种组成成分,正是通过___________和________,才能够紧密地联系在一起,形成一个统一的整体。

3、课堂作业p104练习

4、小结:本课重点是以碳循环为例掌握生态系统中的物质循环。

1.生态系统的物质循环的概念

2.碳循环的形式

3.碳循环的范围和特点

4.碳循环的过程

5.温室效应的成因、危害及对策

1.生态系统的主要功能

2.两者的区别和联系

高中生物说课稿10分钟篇二

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1.1本节内容的地位该节是现行人教社高中《生物》(必修本)第一册第二章第二节内容,"细胞增殖"是讲述细胞的一种生命现象,只有了解了这一生命现象,我们才能让学生逐步认识生物体的生命现象,例如生物体的生殖和发育,生物体具有的遗传和变异,所以本节是我们学习生物学知识、了解生物生命现象的细胞学基础。"细胞增殖"之所以作为本章乃至本册的难点,就是因为这一知识非常地抽象化,没有具体的实物模型,又不是我们生活中所见,因此,在讲解知识的时候,我们直接示意这是本章中的难点,引起注意。

1.2教学重点和难点"细胞增殖"一节主要向学生展示的是有丝分裂——生物体普遍存在的一种分裂方式,结合学生认知的规律性,基础知识的讲解要重难点突出,有渗透力和感染力,本节重点内容就是让学生理解真核细胞有丝分裂的细胞周期的概念和特点,()以及真核细胞有丝分裂过程,由于细胞分裂这一现象的特殊性——整个过程是一动态变化,要让学生具体把握在这个过程中细胞内部的变化,特别是遗传物质的变化,从而让学生明确细胞的周期变化,这一内容是本节课教学的难点。

1.3教学目标本节内容为两课时(1课时为讲授课、l课时为实验课),通过这一节的讲授,要实现的教学目标:识记细胞周期的概念及特点,理解有丝分裂的过程,使学生能够应用有丝分裂的知识去解答一些理论问题或解释一种生理现象。例如根据有丝分裂后期细胞内的染色体数目而得知该物种体细胞中染色体数;构成一个生物体的所有细胞遗传物质是相同的,在进行组织培养时,无论取生物体哪个部分的分生组织获得的植株是一样的,诸如此类的,都是有关有丝分裂知识的运用。

对于本节课的内容,怎样指导学生有效地掌握并灵活运用呢?在学习本节知识的时候,归纳记忆,找到规律,重点难点应重点识记,对于有丝分裂我们应从以下几个方面引导:

2.1掌握有丝分裂,记忆有丝分裂主要特征(启发、引导与多媒体课件相配合)染色体dna在细胞有丝分裂各时期变化规律(分析cai课件显示、画出图像,引导学生、培养学生的观

察力);利用口决巧记各时期变化特征(列表归纳,锻炼学生的思维能力);准确识别分裂图像(例题解析,培养学生的分析问题和解决问题的能力)。

2.2细胞周期与细胞分裂间期的关系(设计动画、具体展示装片、说明处于分裂间期的细胞为什么占多数)由这几个方面的归纳总结,培养学生养成一种由观察现象_解决问题_总结体会_知识提升的学习习惯,另外我们可以使学生在这种环境中发展他们的思维能力。

整个教学过程中,为了使学生增添学习热情,以cai课件为主线,启发引导学生去了解、掌握从而灵活运用。

3.1引言引言应重在精彩并具有更强的针对性。

于是在本节课的教学伊始,我先给学生列举几种有关细胞增殖的常见现象,以调动学生思维的活泼性,然后课件显示幼苗的生长,让学生通过现象分析本质从而引出细胞增殖。

3.2细胞周期的概念和特点这是本节课的重点,如何突出重点的讲解,启发引导是实现这一目标的关键。

cai课件演示细胞周期的有关动画,明确指出细胞的分裂、分裂间期,再结合学生的观察讨论,归纳,总结出细胞周期特点,注意适时启发引导,让学生成为课堂主体,实现探究式教学。

3.3有丝分裂的过程(重难点突破)对于本节课的重点也是难点,如何突出和突破,是本节课成功的关键。cai课件在本节课的教学活动中充分展示了它的

魅力,通过flash动画演示了植物细胞有丝分裂的过程,让学生对细胞有丝分裂有个整体了解,然后动画慢放,分析归纳各个时期特点,此过程中让学生主动归纳,动画背景音乐鼓掌以示肯定。

结合学法指导,师生共同画出有丝分裂过程中染色体以及dna的变化,cai课件展示此过程,此过程强调学生的主动参与,以加深对本节知识的理解和深化从而实现了难点突破。

3.4测试补漏,cai课件展示习题一方面可以让学生掌握的理论知识得到应用,另外通过检测可以知道是否达到教学目标,了解学生情况,以便更好地进行专题巩固练习。

说课重在一个"说"字,突出一个"课"字;是教师在精心备课的基础上,面对其他教师讲述自己对某节课的教学设想及其教育理论,同时和其他教师相互切磋教学构思的一种教研活动,精彩的说课,无不体现着说课者的教学理念、教学方法等特长。

高中生物说课稿10分钟篇四

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高中生物说课稿10分钟篇五

各位领导 、老师们,你们好!

今天我要进行说课的内容是

首先,我对本节内容进行分析

《 》是人教版教材高二生物必修本第 单元第 节内容。在此之前,学生们已经学习了 ,这为过渡到本节内容的学习起到了铺垫的作用。因此,本节内容在 中具有不容忽视的重要的地位。

本节内容前面承接本教材的 内容,后面是本教材

的 这部分内容,所以学好这个内容为学好以后的生物知识 打下牢固的理论基础,而且它在整个教材中也起到了承上启下的作用。本内容包含的一些 知识,是以后生物学习中不可缺少的部分,也是今后高考的必考内容。

根据本教材的结构和内容分析,结合着高二年级学生他们的认知结构及其心理特征,我制定了以下的教学目标:

1、 认知目标:识记:理解

2、 能力目标

3、 情感、态度、价值观目标

本着高二新课程标准,在吃透教材基础上,我确定了以下的教学重点和难点

重点的依据:只有掌握了 ,才能理解和掌握 教学难点:

难点的依据: 较抽象;学生没有这方面的基础知识。 为了讲清教材的重、难点,使学生能够达到本节内容设定的教学目标,我再从教法和学法上谈谈:

我们都知道生物是一门培养人的实践能力的重要学科。因此,在教学过程中,不仅要使学生“知其然”,还要使学生“知其所以然”。我们

在以师生既为主体,又为客体的原则下,展现获取理论知识、解决实际问题方法的思维过程。

考虑到我校高二年级学生的现状,我主要采取学生活动的教学方法,让学生真正的参与活动,而且在活动中得到认识和体验,产生践行的愿望。培养学生将课堂教学和自己的行动结合起来,充分引导学生全面的看待发生在身边的现象,发展思辩能力,注重学生的心理状况。

当然教师自身也是非常重要的教学资源。教师本人应该通过课堂教学感染和激励学生,充分调动起学生参与活动的积极性,激发学生对解决实际问题的渴望,并且要培养学生以理论联系实际的能力,从而达到最佳的教学效果。同时也体现了课改的精神。

基于本节课内容的特点,我主要采用了以下的教学方法:

1、直观演示法:

利用图片的投影等手段进行直观演示,激发学生的学习兴趣,活跃课堂气氛,促进学生对知识的掌握。

2、活动探究法

引导学生通过创设情景等活动形式获取知识,以学生为主体,使学生的独立探索性得到了充分的发挥,培养学生的自学能力、思维能力、活动组织能力。

3、集体讨论法

针对学生提出的问题,组织学生进行集体和分组讨论,促使学生在学习中解决问题,培养学生的团结协作的精神。

由于本节内容与社会现实生活的关系比较密切,学生已经具有了直观的感受,可以让学生自己阅读课本并思考,并例举生产实践上存在的一些有关的 现象,在老师的指导下进行讨论,然后进行归纳总结,得出正确的结论。这样有利于调动学生的积极性,发挥学生的主体作用,让学生对本节知识的认知更清晰、更深刻。

我们常说:“现代的文盲不是不懂字的人,而是没有掌握学习方法的人”,因而,我在教学过程中特别重视学法的指导。让学生从机械的“学答”向“学问”转变,从“学会”向“会学”转变,成为真正的学习的主人。这节课在指导学生的学习方法和培养学生的学习能力方面主要采取以下方法:思考评价法、分析归纳法、自主探究法、总结反思法。

最后我具体来谈谈这一堂课的教学过程:

在这节课的教学过程中,我注重突出重点,条理清晰,紧凑合理。各项活动的安排也注重互动、交流,最大限度的调动学生参与课堂的积极性、主动性。

1、导入新课:(3—5分钟)

由上节课学过的知识和教材开头的情景设置导入新课。

导语设计的依据:一是概括了旧知识,引出新知识,温故而知新,使学生能够知道新知识和旧知识之间的联系。二是使学生明确本节课要讲述的内容,以激发起学生的求知欲望。这是生物教学非常重要的一个环节。

2、讲授新课:(30分钟)

在讲授新课的过程中,我突出教材的重点,明了地分析教材的难点。 还根据教材的特点,学生的实际、教师的特长,以及教学设备的情况,我选择了多媒体的教学手段。这些教学手段的运用可以使抽象的知识具体化,枯燥的知识生动化,乏味的知识兴趣化。

还重视教材中的疑问,适当对题目进行引申,使它的作用更加突出,有利于学生对知识的串联、积累、加工,从而达到举一反三的效果。

高中生物说课稿10分钟篇六

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高中生物说课稿10分钟篇八

本节课是人教版高中《生物必修3》第三章《植物激素的调节》中有关于生长素的内容。由于这节课是一节复习课,学生在之前的学习已经对本章内容有了初步的学习,打下了一定的基础,所以这节课的目的在于,使学生对生长素的知识有一个系统归纳。从高考的考点入手,一个一个知识点的把重难点进行突破。本节课的重点是生长素的发现史和生长素的生理作用,难点是光照偏转问题和生长素的双重性。对于重难点,采用例题加习题的方法,结合学生的自主分析进行突破。

这节课我面对的学生是高二(28)班的学生,这个班学生的中男生占大多数,因此课上课气氛较活跃。学生反应较快,思维灵活。但是28班男生的普遍存在的缺点是对基础知识的不重视。一味的去追求难,偏的题目。而高考中,出现偏题怪题的可能性不大,高考注重的还是一些基础和重点内容。所以针对28班学生这种特殊的知识现状,我力求从最基础的开始,通过反复的强调一些该掌握的知识点,考点。加深,加固学生对基础知识的掌握。辅以从基础知识延伸出来的相关习题的变形,逐步提高学生对基础的重视和解题的能力。

作为一节复习课,传统的的教学方法是罗列知识点,强调学生去记忆,而这种强调记的过程,会让学生感觉到枯燥无味,也很容易被学生遗忘,这样,复习的效果就会很不理想。所以这节课,我设计的亮点是对于生长素的发现史这个知识点采用 “引导----探究”式探究性教学。这种教学模式是以布鲁纳认知心理学学习理论为基础的一种探究性学习模式。它要求在教学中要重视学生的主动学习,强调让学生自己思索、探究和发现事物。要把学习知识的过程和探究知识的过程统一起来。而“引导”的作用主要在于要对事物原有的发现过程从教学的需要加以编制,以缩短、减少发现过程的难度,使之沿着最简捷的路线进行。

另外我注重书本知识与现实生活的联系。使学生在现实生活的背景中学习生物学,在解决实际问题的过程中深入理解生物学的核心概念。注重科学研究的过程,而并非是只强调结果。而且设计的问题,环环紧密相扣,对学生思维起到很好的引导作用。认同生物学知识主要来自科学实验,领会生物学实验中材料选取、理化技术的使用、巧妙的设计以及对复杂的结果进行理性分析的重要性。

通过这节课,也使我体会到:新理念下的生物课堂教学设计,激发了学生的学习动机,培养了学生的学习兴趣,增强了学生的创新意识,提高了学生的创新能力。重视将知识的获取过程化,学生知识获取的过程是一个科学研究过程,是提高学习能力的过程。运用新理念指导生物教学设计和教学过程,强调以学生为中心,并非否定和忽略教师的主导作用。事实上,教师的责任不是减轻了,而是加重了,其主导作用更突出了。当然由于本节课是复习课,概括的结论性知识比较多,加上课时的限制也不可能过多的展开,因此每个知识点,我都力求精选习题,通过习题训练活动使学生“动”起来,对考点进行逐一突破。从教学效果上看,这种处理方法也是正确的,当然,在一些细节上的处理,还有待加强,如更应该关注个别学生,了解学生在知识层面的上差异,从而在整体的教学效果上有进一步的提高。

高中生物说课稿10分钟篇九

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高中生物说课稿10分钟篇十

(一)教材的地位与作用:

《细胞增殖》是人教版高中生物(必修)1的《分子与细胞》这一模块的第六章第一节内容。这一节分两个课时,我今天的说课内容是第一课时,主要是学习细胞周期的概念和有丝分裂的过程及意义。本章的学习,是学生从前面几章了解了细胞生命系统的物质组成、结构和功能之后,来认识细胞这个系统的产生、发展和消亡的过程。因此,本章的学习需要以前几章的内容作基础。另外,细胞增殖、细胞分裂、细胞周期、有丝分裂等概念与必修2中有关减数分裂的内容联系很密切,同时,有丝分裂作为细胞分裂的一种基本方式,是学生以后学习减数分裂和遗传定律的基础,也是学习dna复制及遗传信息传递的重要基础。

(二)教学目标

1 知识目标:

1)、模拟探究细胞大小与物质运输的关系,探讨细胞不能无限长大的原因。

2)、简述细胞生长和增殖的周期性。

3)、概述有丝分裂的过程和各阶段的重要特征,尤其是dna和染色体规律的变化。

2 能力目标:

1)尝试用模拟实验方法进行科学探究。

2)凭借有丝分裂过程图,图文结合,培养学生的识图能力及形象思维能力。

3)通过分组构建染色体模型,培养学生动手操作能力与合作能力。

4)通过用曲线图描述dna和染色体数量的变化规律,培养学生分析问题的能力。

3 情感目标:

1 )通过实验操作,使学生养成实事求是、一丝不苟的科学态度和精神。

2) 通过对实验数据的分析和实验结果的讨论,使学生养成批判性思维的能力。

3) 通过细胞增殖过程的学习,树立科学的生物进化观点和辨证唯物主义世界观。

(三)教学重点、难点

1.教学重点

(1)细胞生长和增殖的周期性。

(2)真核细胞有丝分裂的过程中染色体行为和数目的变化,以及dna数量的变化。

2.教学难点

(1)细胞表面积和体积之比与物质运输效率的关系。

(2)真核细胞有丝分裂过程中,各个时期染色体行为和数目的变化, 以及dna数量的变化。

3、重难点的突破策略:

1 通过染色体模型观察与制作,设计模拟实验和制作动态的多媒体课件,使抽象的问题具体化,形象化,复杂的问题简单化。

2 编顺口溜(例如:膜仁消失显两体)帮助学生记忆有丝分裂各阶段染色体的行为。

3 利用曲线图形象化的来表示有丝分裂过程中dna和染色体数目的变化,攻克重难点。

1、学情分析

1高中生抽象思维和综合思维能力较初中已有了较大发展但还不成熟,已形成了较好的学习自主性和主动性。

2 学生初中时已学过“细胞通过分裂产生新细胞”,但对细胞分裂的了解还非常浅显,总体来说高一学生生物基础知识少,所以要充分利用前五章学生对于细胞的结构和功能的学习为基础,从培养兴趣方面展开,调动学生的积极性。

2、教法设计

1)、这部分内容理论性强,抽象复杂,我会要求学生做好课前预习工作。

2)、探究式教学法:通过模拟实验探究,指导学生应用数学知识及对比推理的方法分析实验数据,并引导学生用联想的方法把模拟实验结果迁移到真实细胞上。 -------采用“探究—发现”

3)、直观教学法:通过多媒体辅助教学,增强教学的直观性,使学生更好地从感性认识上升为理性认识。

4)、模型教学法:利用自制的染色体等物理模型以及数学模型,以曲线描述数量变化规律,以图解突出重点。

课堂上采用自学法、讨论法、归纳法、模型构建法等,激发学生积极思维,主动探索知识,对重难点知识能更好的理解和掌握,落实好教学目标.

设疑导入:通过图片与日常生活现象引出生物学问题,根据学生现有的知识水平,创设问题情景,讨论“与鼠相比,大象的个体很大,是不是组成大象的细胞体积特别大?生物体为什么能由小长大?”等产生原因。

1 归纳:生物体的生长包括:细胞生长---增大细胞的体积 和 细胞增殖---增加细胞的数量

2 质疑:为什么生物体大多数是由很多体积小的细胞组成的 ,不是由少数体积大的细胞组成?为什么细胞不能一直生长形成大型单细胞生物?

3 设计意图:通过讨论使学生深入思考,培养质疑求实的态度,又可充分调动学生的积极性,引起他们的探究兴趣。

新课讲授

1 、组织学生分组进行模拟探究实验(预习完成)。在实验过程中指导学生规范操作,观察实验现象,记录实验数据。引导学生思考如何计算琼脂块表面积和体积之比,naoh扩散的体积/整个琼脂块的体积?让学生主动获取知识。并注意要学生把模拟实验结果迁移到真正的细胞上。

-----培养学生用数学的方法处理实验数据的能力、分析能力及批判性思维能力。

结论: 细胞体积越大,其相对表面积越小,细胞与周围环境之间进行物质交换的相对面积也越小,物质运输的效率越低。

结论迁移: 1、细胞表面积与体积的关系限制了细胞的长大 2、细胞的核质比限制了细胞的长大

?思考与讨论:既然细胞越小,细胞相对表面积就大,细胞物质运输的效率就越高,细胞体积是不是越小越好?

(细胞体积最小限度,是由完成细胞功能所必需的基本结构(如核糖体)和物质(如酶)所需要的空间决定)。

2 组织学生阅读教材有关内容,引导学生回答一下问题:

(1)细胞增殖的意义是什么?细胞以什么方式增殖?

(2)真核生物的细胞分裂方式有哪些?主要方式是什么?

(3)什么是细胞周期?细胞周期分为那几个阶段?时间分配如何?

----- 设计意图:培养学生自主学习的能力

1)细胞周期概念的理解,抓住关键词“连续分裂的细胞”,理解哪些细胞具有细胞周期哪些细胞没有。并结合模拟动画,使学生充分认识细胞周期的起止点及各个时期的特征。” ------突破重点难点

请学生回答下列图示中那些可以代表一个细胞周期?

2)植物细胞有丝分裂的过程

这是本节的重点和难点,要突破这个难点,让学生理解各个阶段染色体的行为是关键。

(1)通过模拟动画,展示高等植物有丝分裂各个阶段的动态图,让学生对有丝分裂形成一个整体连续的印象。

(2)分组让学生在课桌上也可以用橡皮泥、纸片等材料简单制作染色体模型来表示各个时期的变化,选取制作较好的进行展示。

然后老师在黑板上进行板书绘图,逐步的示范讲解有丝分裂各个阶段的变化,尤其要注意染色体行为的变化。同时配合使用染色体模型来表示染色体形态的变化。(如:间期时染色质呈细长的丝状。前期染色质缩短变粗成染色体,并且每条染色体上包含两条姐妹染色单体。)

(3)引导学生观察,并思考各个时期的特点和各个时期dna和染色体变化并用函数图象表示出。为了帮助学生记忆各时期特点,可以借鉴一些顺口溜。

间期:dna复制,蛋白质合成。 分裂期: 前期:膜仁消失显两体 中期:形定数晰赤道齐

后期:点裂数增均两极 末期:两消两现重开始

归纳总结 细胞增殖(板书设计)

一、细胞不能够无限长大的原因

1、细胞表面积与体积的关系限制了细胞的长大

2、细胞的核质比限制了细胞的长大

二、细胞通过分裂进行增殖

1、细胞增殖的意义

2、真核细胞分裂的方式

三、高等植物细胞的有丝分裂

1、细胞周期的概念

2、有丝分裂各时期的主要特点

分裂间期:主要完成dna分子的复制和有关蛋白质的合成

分裂期:前期:膜仁消失显两体 中期:形定数晰赤道齐

后期:点裂数增均两极 末期:两消两现重开始

反馈运用 习题1、2、3、

(1) 创设情境,导入新课。 联系学生所熟知的日常生活现象,激发学生的学习热情。俗话说:“知之者不如好之者,好之者不如乐之者 ”。

我认为上这堂课时,通过联系生活举例,较好地调动了学生的学习兴趣。

(2)将模拟实验引入课堂,通过探究学习、合作学习,发挥学生课堂主体的作用,使学生尝试了一种科学研究的方法——模拟实验法。这种探究学习、生生互动的教学模式正是新课程改革所倡导的,使学生由过去的被动接受知识转变为主动的探索知识。

(3) 本节内容抽象,难懂,我对课程资源进行了整合优化,并利用多媒体课件演示,很好的让学生感受到细胞分裂的连续性。黑板绘图和染色体模型的应用又克服了多媒体转瞬即逝的缺点,让学生能够参与其中,取得较好的课堂效果。

(1)这节内容较多,教师要做好时间上安排,把握好课堂的节奏。对模拟实验方案的讨论可适当安排在课前预习阶段。

(2)教学过程中有太多的学生探究、观察、思考归纳等活动内容,时间较难把握。

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