应当在高中生物教学中得以提倡实施。
It should be promoted in the teaching of biology in high school.
高中生物教学中开展环境教育的实验研究。
Experimental study of environment education has been done by the author in biology teaching practices in senior high school.
高中生物教学中开展环境教育的途径和方法。
The paths and methods of environment education are carried out in biology teaching in senior high school.
高中生物教学中开展环境教育的必要性和可行性。
The necessity and feasibility to arrange environment education in biological teaching in senior high school.
高中生物教学中实施环境教育的理论基础、教学方法与途径。
The second part relates to the theoretical foundation, teaching method and approach in senior biology teaching.
因此，在高中生物教学中，我们除了积极争取设法改善教学设施外。
Therefore, in the living creature teaching of senior high school, we in addition to aggressive fight for trying an improvement teaching facilities.
介绍了“先学后教，当堂训练”教学模式在高中生物教学中的实验研究过程。
Introduced "learn first to teach behind, be a training" teaching mode in the living creature teaching of the senior high school of the experiment research process.
希望能通过教育实验证明在高中生物教学中进行探究性学习是有效和可行的。
It is hoped that through experiments, inquiry learning can be proved effective and feasible when applied in senior biological teaching.
要把探究性学习在高中生物教学中真正开展起来还需要一些具体的配套改革措施。
Some specific reform countermeasures are necessary in developing biology teaching of senior middle school for research study.
对国外高中生物教学模式的现状及我国生物教学模式存在的问题进行了深入分析；
The situation and problems existing in foreign countries and teaching model in China have been further analyzed.
调查显示，高中生物教学开展探究性学习面临的主要困难是教学时间不足和实验教学条件不完善等。
A survey shows that the main difficulty in biology teaching of senior middle schools when we have research study is that teaching time is not enough and the experimental condition is not satisfied.
通过理论探究教学的实践，笔者认为在当前的形势下在高中生物教学中采用理论探究教学是可行的，而且是有效的。
The Practice in theories investigation teaching of Biology shows that it is feasible and effective to adopt this method in senior middle schools.
高中生物学教师与初中生物学教师在对通过同事视角进行教学反思的认识上存在显著差异。
Distinct differences are found regarding reflective teaching through interaction with colleagues between senior biology teachers and junior biology teachers.
本论文反映了笔者在高中生物学科教学中对中学生进行关爱生命教育的研究过程。
The papers discussed the research proceed that care of life education is carried on in the senior middle school teaching.
最后，对高中生物学课堂教学中开展情感教学进行了实验研究。
Finally, the development emotion teaching has conducted the experimental study to the high school biology classroom instruction in.
然而，模型方法在高中生物学教学中并未受到足够的重视，与模型教学相关的研究也相对较少。
However, the attention paid to modelling in the high school's biology teaching has not been enough, and the number of researches related to it is also relatively small.
在实践方面，我结合高中生物学教学，尝试在我所教学的班级实行学案教学，并取得了一定效果，也得到了一些启示。
In practice, I combine high school biology teaching, try teaching a class that I introduced the case study teaching, and have achieved certain results, but also to get some inspiration.
高中生物概念教学方法的研究成果能帮助生物教师更有效地突破高中生物概念教学的目标。
Studying on selecting the senior high school biology concept's teaching method can help teachers overcome the focal point and difficulties effectively.
因此，展开对高中生物模型教学的现状及行动研究是很有现实意义和理论价值的。
Therefore, the investigation and the action research on the current situation of model-based teaching in high school biology teaching is of practical significance and theoretical value.
因此，传统的评价方式已经不能适应当今高中生物学教学中学生的学习评价。
Therefore, the traditional evaluation way already cannot adapt now the high school biology teaching middle-school student's study evaluation.
笔者进行本课题研究，旨在探索在高中生物学教学中如何有效地实施合作学习。
At present, the study of cooperative learning in the high school biology teaching is very insufficient, which makes it impossible for cooperative learning to fully display its glamour.
国内高中生物模型教学的研究不够深入，教学实践现状并不乐观等。
Lastly, the domestic research on model-teaching of biology in high school is not deep enough and the current situation of model-teaching of biology in high school is not satisfied, etc.
然后以高中生物教材中“无性生殖”的教学方法选择为例，依照笔者提供的理论框架去进行实践演绎。
And make practical deduction from the theory framework which is provided by this research. Finally, verify the theory's effectiveness according to the practical deduction's result.
然后以高中生物教材中“无性生殖”的教学方法选择为例，依照笔者提供的理论框架去进行实践演绎。
And make practical deduction from the theory framework which is provided by this research. Finally, verify the theory's effectiveness according to the practical deduction's result.
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