Instructional Design Practice. "Cell Differentiation" For The Case Study

In new curriculum concept, How to design good teaching and good practice in the classroom that is one of many important issues what are teachers facing. This requires that the teachers must have the teacher characteristics and student characteristics before class in instructional design, and effective instructional design for successful classroom teaching lay a solid foundation.In order to better training logical thinking, creativity, learning to learn and lifelong learning ability, and giving full play to the function of biological disciplines of high school students in classroom biology teaching, with a preliminary inquiry in the theory of teaching design, this paper combines a high school biology with PEP II of Chapter VI, "cell differentiation" of teaching design as the research object, with reference to the standard requirements of the new high school biology curriculum, Teachers can constantly improve the process of teaching design through pre-class teaching design, classroom implementation, after-school reflect. Classroom practices show that:teachers should be change teaching design into a flexible, operability large teaching design, this can benefit the development of overall quality of students; teachers should also highlight the dominant position of the students, that is the starting point and foothold of teaching design with student-centered; Finally, teachers should form their own unique way of teaching design thinking and form their own style. Only through such teaching design can help to improve high school students'interest in biology and change attitude towards biological learning, and promote the comprehensive development of high school students.