CAJ | 학술논문

以“植物细胞的质壁分离与复原”实验为例，讨论了生物综合性、设计性实验的教学模式．教学模式分六步紧紧围绕学生活动展开，以“问题带来探究、学生自觉探究、教师指导探究、综合解决探究”为设计理念，通过学生动脑、动手、动嘴的“三动”过程，达到“学生直接设计实验，教师指导评价”的实验目的，教学效果优良．
이“식물세포적질벽분리여복원”실험위례，토론료생물종합성、설계성실험적교학모식．교학모식분륙보긴긴위요학생활동전개，이“문제대래탐구、학생자각탐구、교사지도탐구、종합해결탐구”위설계이념，통과학생동뇌、동수、동취적“삼동”과정，체도“학생직접설계실험，교사지도평개”적실험목적，교학효과우량．
Take the experiment “vegetable cell＇s plasmolysis and the restoration” as an example, discussed the biological Comprehensive experiment＇s educational model. The educational model which divides six steps closely moves around the students. “Question brings the inquisition, the student on own initiative to inquire into, the teacher instructs the inquisition, the comprehensive solution to inquire into” is the design idea. By the process of “three moves” to move the brain, to begin, to talk, achieves the experiment goal of “the student direct designed experiment, the teacher instructs the appraisal”. The teaching effect is fine. . ：