1AnalysisofCurrentSituationofHighSchoolBiologyExperimentalTeachingThefirstnon-travelrelatedcaseofcolistinand.Themajordirectionofthenewcurriculumreformistofocusoncultivatingstudents&39;skills,whichisreflectedintheincreaseinexperimentalcontentinbiologicalteaching.Inthenewcurriculumstandards,therearecorrespondingexperimentalrequirementsaroundthe10majortopics.Althoughthisrequiresteacherstobefreedfromtraditionalteachingconceptsandmodelstoacertainextent,intheteachingpractice,thetransitionofteachersandstudentsrequiresaprocess.Alargenumberofexperimentsmadeteachersunprepared,andstudentscouldnotadaptquicklytothechangesinteachers&39;teaching.Inaddition,someteachersblindlyfollowedthetrend,leadingtotheformalizationofexperimentalteaching.Studentsnotonlydidnotlearntheknowledge,buttheskillstrainingbecameaslogan.Theschoolalsoappearedtodemonstratetheexperimentinsteadofstudenthands-onphenomenon.Itmustbesaidthatthereisacertaincontradictionbetweentheincreaseinexperimentalcontentandtheadaptabilityofteachersandthehoursofclasses.Second,China’seducationcontinuestobeafeudalmodelofeducationforthousandsofyears.Itfocusesonknowledgeandskills.Intraditionalexperimentalteaching,teachersemphasizeexperimentalresultsanddespisetheprocess.Thenewcurriculumstandardrequiresteacherstorepeattheprocess.Inthistransition,teacherslackInexperimentalteachingresearch,experimentsareoftenusedasaperformanceshow.Insomeclassrooms,experimentsarenotdesignedtodevelopstudents&39;skills,buttocompletetasks,ensuretherateofopening,andfalsificationsoccurfromtimetotime.Othersstillhaveproblems.Stayontheprocessoffocusingonresults.Fromthepointofviewofthestudents,thenewcurriculumstandardrequiresahigherstandardofexperimentation.Itrequiresstudentsnotonlytounderstandbasicexperimentalprinciples,butalsotorequirestudentstocorrectlyexperiment,observephenomenainexperiments,andreachconclusionsthroughphenomena.Taketheexperimentalteachingrequirementof“observingthebasicstructureofcells”asanexample.First,teachersshouldguidestudentsinclarifyingthepurposeofexperimentation;selectingexperimentalequipment,involvingmoreexperimentalequipmentintheexperiment,eachteacherneedstoinstructstudentstoselectonebyone.Itisusedcorrectly;intheexperimentalprocedure,thestudentsneedtodoitcarefullyandcarefullyfromthereferencedrawingtothemicroscopetothemicroscopicobservationofthetemporaryorpermanentfilm.Intheexperiment,theteachernotonlyorganizesthestudentstoobservetheexperimentalphenomenon.Todiscusstheexperimentalprocess,tounderstandthebasicstructureofthecell,itisalsonecessarytograspthedifferencesinthestructureoftheplantandanimalcells.However,fromthepointofviewofclasshoursandstudents,thereisstillalongwaytogotomeettherequirementsofthenewcurriculumstandard.ThismakesitdifficultforteacherstoovercomedifficultiesbetweenthetraditionalandnewcurriculumstandardsPolyUisdevotedtoofferingtophealthandsocialsciencesprogrammeandtophumanitiesprogramme.polyuoptometrytakesprideinbeingtheuniqueundergraduatedegreeprogrammeinHongKong..2OptimizingtheDesignofBiologicalExperimentTeachingDesignFirstofall,wemustclarifytheobjectivesofexperimentalteaching.Inpastteaching,itisnotdifficulttofindthatteacherstakestudentstodoexperimentsinclass.Whentheexperimentisover,studentsdonotknowthegoaloftheexperiment.Therefore,theefficiencyofexperimentalteachingisrelativelylow.Thegoaloftheexperimentistomakestudents"surethattheyareintheknow"andtoverifythroughexperimentswhethertheyhaveachievedthegoal.Therefore,intheexperimentalteachingdesign,teachersshouldfirstclarifytheexperimentalgoalstothestudents.Forexample,intheexperimentalteachingof“modelingthestructureofthesmallintestinewall”,beforetheexperiment,theteachershouldclearlyexplaintothestudents“bymakingthemodelofthesmallintestinewallstructure,understandthestructuralfeaturesofthesmallintestine”,andthenafterthestudent&39;sexperimenttounderstandwhetherthesmallintestineThestructuralfeaturestoexaminetheexperimentalprocess.Secondly,withregardtoexperimentalpreparation,manyteachersinthepastwerefullypreparedbeforetheexperiment,buttheyneglectedstudents&39;preparationbeforetheexperiment.Asaresult,inthecourseoftheexperiment,assoonasaproblemisencountered,thestudentwillputthefocusofthinkingonInmanydirections,sometimestheteacheroccupiestheexperimenttimeinordertoexplainandexperimentwiththerelevantknowledgetothestudent,andtheexperimentalresultisaffected.Taketheexperimentalteachingof“exploringtheharmofacidrain”asanexample.Beforetheexperiment,teachersshouldguidestudentstounderstandthecomposition,phvalue,andformationprocessofacidrain,andtheselectedwheatseedsalsomeettherequirements.Inthisway,theexperimentcanbeconductedsmoothly.Againintheexperimentof“simulating‘bloodformidentification’”,ifstudentsdonotunderstandtheknowledgeof“serum,bloodtype,andbloodtransfusion”beforetheexperiment,therewillbemanyproblemsintheexperiment,whichwillnaturallyaffecttheexperiment.Forexperimentalorganizationmanagement,thefocusmustbeongroupmanagement.Foraclass,teacherscanonlyadjustandorganizeasawhole,andinmanycasescannotpenetrateintoeachstudent.Atthistime,theroleofthegroupleaderisrevealed.Moreover,someexperimentalperiodsarelong,notoneortwodays,andtheyarenotnecessarilycompletedinthelaboratoryoftheschool.Atthistime,whetherornotthegrouphasbeencompletedaccordingtoexperimentalrequirementsrequiresteacherstofullyplaytheirrole.Lettheteamformasynergyandearnestlyexperimentinordertoobtainexperimentalconclusions.Intheend,intheexperimentprocess,teachersshouldpayattentiontoguidanceontheonehand,andontheotherhand,theymustpayattentiontothestudents&39;gainsduringtheexperiment.Itshouldbesaidthatifstudentsaretoobtainscientificknowledgefromanexperiment,itisnotalessonorstepbystepexperimentcanbeachieved.Duringtheguidanceprocess,teachersshouldguidethemthroughmeticulouslydesigningproblems.Takingtheteachingof“observingthestructureofanimalandplantcells”asanexample,intheprocessofinvestigatingmakingtemporaryfilms,thequestion“WhyusecleangauzeIfthewipingisnotclean,whataretheconsequences?Whydoestheonionepidermalcellmakeadropofclearwaterinthecenteroftheglassslidewhenitistemporarilyloaded,andwhenthehumanoralepithelialcellsaretemporarilyloaded?Adropofsalinesolution?Howdoestheamountofclearwaterorsalinebecontrolled?Whydoyouusetweezerstotearthefilmfromtheinnersurfaceofonionscaleleaf?"toguidestudentstodiscuss,experimentinthediscussion,thinkintheexperiment,Inthinking,itisconcludedthatthecombinationofquestionandanswer,observationofphenomena,andtheconclusionofconclusionsmakeitpossibleforstudentstobetterunderstandthenatureofthingsthroughexperimentalphenomenaandeffectivelyimprovetheefficiencyofexperimentalteachingTheadd-onsinanymake 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