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《生物课程标准》强调,根据学生身心发展的特点和教育规律,综合考虑学生发展的需要、社会的需要和生物科学发展的需要,重视对学生进行全面的科学素养教育,着眼于培养学生终身学习的愿望和能力,力求通过生物课的学习,使学生在学习知识的同时,更能够拥有健康的身体和心理。在生物课教学实践中,我积极挖掘教材中的心理健康教育资源,做了以下尝试。1.利用生物知识,进行生命价值观教育。生物教学内容丰富,其中自然界的无穷奥秘,生命现象的神秘莫测,会激发学生热爱大自然,理解人与自然和谐发展的意义,进而提高环境保护的意识。如在学习了“人体内的物质运输”后,学生了解了血型、血量与输血知识,懂得了要珍爱自己和他人的生
According to the characteristics of physical and mental development of students and the laws of education, the standard of biology curriculum emphasizes on students ’comprehensive scientific literacy education and students’ lifelong learning by comprehensively considering the needs of student development, social needs and development of biological sciences. Aspirations and abilities, and strive to learn through the biology class, so that students learn more knowledge at the same time, more able to have a healthy body and psychological. In the biological teaching practice, I actively tap the textbook of mental health education resources, made the following attempt. 1. Using biological knowledge, life value education. Bio-teaching is rich in content, in which the infinite mysteries of nature and the mystery of life phenomena will inspire students to love nature and understand the significance of harmonious development between man and nature, thus raising the awareness of environmental protection. After studying “Physical Transport in Human Body”, students learned about blood type, blood volume and transfusion knowledge, learned to cherish their own and others’ health