以生物学教学为例，跨学科综合能力培养，应善于发现和挖掘与生物学科有联系的其他学科知识，并较自然地体现于教学之中。
For instance, biology, to cultivate inter subject synthesis ability, should looking for knowledge from other subjects that with connection with biology, and integrate it in instruction naturally.
生物教材图像系统要具有最佳教学功能，必须体现能力培养结构。
The picture system in the teaching material of biology should embody the target of the ability cultivation to gain the best teaching effect.
在教学过程中渗透生物科学史教育能有效提高学生的实验能力。
Managing the bioscientific history in teaching process can improve their ability to experiment effectively.
近年来，由于实验能力成为高考考查的重要内容，生物实验教学研究逐渐受到重视。
In recent years, experimental ability had been the important contents of the college entrance examination. Educators gradually paid more attention to the biological experiment.
在新教材的生物教学中，实验(特别是探究性实验)更应该注重培养学生的观察能力。
In the biology teaching of new textbooks, experiments (especially explorative experiments) should be stressed to train students' observable ability.
在此基础上，针对中学生物学教学实践，选取建阳二中高二学生作为研究对象，在生物学教学中对学生进行元认知能力培养的研究。
So the author selects the students in the second high school Jianyang as the subjects, carrying on the research of raising students Metacognition ability in the biology teaching.
生物学的教学注重于宏观和微观两个方面，强调实验能力和科学素质的培养。
Teaching biology should attach importance to both macroscopic and microscopic aspects that put emphasis on experiment ability and scientific quality.
本文阐述了培养学生观察能力的重要性，重点介绍了生物学教学中培养观察能力的方法及途径。
This essay explains the importance of cultivating the student's abili ty of observation, mainly introduces the methods and ways of cultivating the students' observation ability in teaching biology.
作者结合三个典型的生物化学实验，从培养学生能力着手，在深化生物化学实验教学，提高教育教学质量方面，做了一些有效的尝试。
Combination of the three typical experiments as cultivating the ability of students, deepening of biochemistry teaching and improving teaching quality, some valid attempt is made.
在生物教学中科学方法训练是能力培养的基础，是完成生物学教学目的的途径之一。
I the teaching of biology, Training scientific methods is the base of fostering abilities . It is also one of thewys to finish biological teaching aims.
表明，在两个年级中，通过概念图教学均可提高学生生物学问题解决能力。
Shows that in two grades, through concept maps of teaching biology could improve students problem-solving abilities.
其次，分别研究了在高二新授课和高三复习课中应用概念图教学策略对学生生物学问题解决能力的影响。
Secondly, studied at the High School teaching and third year review of new courses in the application of concepts diagram biology teaching strategies on students problem-solving capacity.
表明，在高三复习课中使用概念图对提高高、低分组学生生物学问题解决能力均有明显的教学效果。
Show that the third year refresher course to improve the use of conceptual diagram of the high and low groups of students have significant biological problem-solving teaching effectiveness.
培养学生能力是实施素质教育的核心内容。如何在生物教学中培养学生能力呢？
How to train the students' abilities in the course of biology? It is the key content in implementing the quality education.
从中摸索出一些培养学生物理自主学习能力的经验，总结出了一系列的现代物理课堂教学模式。
The writer tries to find out some experience of cultivating students' physics autonomous learning ability, summarizing a series of teaching models of modern physics lessons.
从中摸索出一些培养学生物理自主学习能力的经验，总结出了一系列的现代物理课堂教学模式。
The writer tries to find out some experience of cultivating students' physics autonomous learning ability, summarizing a series of teaching models of modern physics lessons.
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