I walked into the classroom with a newspaper in my hand. We showed it first when we introduced it, and everyone was surprised. In the newspaper, there are pictures of female representatives holding genetically modified peanuts. At the same time, I took out an ordinary peanut map to show it. Looking at such a big difference in pictures, the students asked: Why is there such a big difference? This question was put forward by the students and aroused their interest at once. In the process of learning, I firmly mastered the analogy explanation method, so that students can understand the basic content of the text in the form of groups and individuals and make a good reading outline. On the premise of learning the principle of transgenic technology, I actively guide students to understand and compare genes, give orders to the "big housekeeper", and let students understand the role of genes combined with film and television experience. I also contacted many students' personal experiences of moving to help them understand transgenic technology. Because these are all students' existing experiences, the students are in high spirits and the text is going on happily. Maybe it's time for class to be over, but I didn't suspend classes. I also listed the story of Yuan Longping, the father of rice, who cultivated hybrid rice to benefit the people. ......
One thing opened the eyes of the students. I immediately broadcast the urban news "Bring the seeds of the moon" and was asked, "Guess what will happen if you come back with the seeds of the moon?" Expand the topic, let students guess the results, feel the magic of science in everyone's noisy speculation, stimulate students' strong interest in science, and finally end in students' amazement.