On how to do a good job in junior high school biology teaching

As we all know, it is difficult to teach biology in quite a few schools all over the country at present. Students and parents are mostly concerned about the subjects of the senior high school entrance examination, while biology is not a strict subject. Although the senior high school entrance examination of geography and biology was conducted in the eighth grade, the school organized its own examinations and marked papers by itself, which was not so strict and valued. Students are not interested in learning, and teachers are difficult to teach. How to implement quality-oriented biology teaching, cultivate students' love for biology class and improve the quality of biology teaching is a new task and topic for every biology teacher. In the process of teaching practice, I deeply feel that strong interest can strengthen students' learning consciousness, cultivate students' exploration spirit and develop their creativity; Strong interest will also reduce students' study fatigue, thus improving efficiency and achieving excellent results. Here are some experiences on how to cultivate students' interest in biology teaching.

First, cultivate students' curiosity and stimulate interest

Only when you are curious will you have the desire to seek novelty and the motivation to learn. In learning, we should first arouse students' enthusiasm, stimulate their desire for learning, and clarify the purpose of learning, so as to get twice the result with half the effort. In different disciplines and fields, the methods of stimulating learning interest are different. According to the basic and practical characteristics of biology, we usually choose to pay attention to the content of integrating theory with practice, that is, the knowledge to be learned can be linked with production and daily life to stimulate interest in learning. Interested students will be attracted by the creatures they want to know, thus prompting them to actively analyze and study. For example, "Why is it good to enjoy the cool under the big tree?" Why can't plant leaves be burned and withered? "Why do gardeners cut off some branches and leaves when transplanting saplings?" When I was studying the chapter of hormone regulation, I asked, "Why are people of the same age so different in height?" Wait a minute. In teaching, teachers' vivid and interesting words can attract students and create a good teaching atmosphere.

Second, stimulate interest through biologists' stories and biological research results.

There are many stories of biologists and achievements of biological research in biology teaching. Teachers should not only make full use of the contents of textbooks, but also pay attention to collecting information related to biological science from all aspects in peacetime, so that students can gain emotional experience with perceptual biological historical facts. For example, when studying the introduction, the story of "Yuan Longping, the father of hybrid rice" was introduced: Yuan Longping used heterosis to carry out hybrid rice experiments and cultivated hybrid rice for the first time in the world in 1974. Since 1979, the national output has been increased by at least 1000 billion kilograms every year. He also transferred hybrid rice technology to more than 20 countries and regions, such as the United States, which added glory to the Chinese nation and made outstanding contributions to the "green revolution" of human food problems. In the study of hormone regulation, Wang Yinglai and synthetic bovine insulin were introduced. 1965, under the leadership of Wang Yinglai, director of Shanghai Institute of Biochemistry, Chinese Academy of Sciences, the bioactive protein crystalline bovine insulin was synthesized for the first time in the world. The synthesis of artificial bovine insulin marks an important step in the journey of understanding life and exploring the mystery of life. Wang Yinglai has made great contributions to biological science, and people call him "one of the founders of biochemistry in China".

Students learn these materials, on the one hand, inspired by the spirit of scientists, on the other hand, they will be proud of the outstanding achievements of scientists in China and stimulate students' interest in learning.

Third, do a good job in experimental inquiry, strengthen intuitive teaching and stimulate interest.

Cultivating students' biological interest in experimental inquiry. Biology is a natural science based on experiments. Experimental teaching is practical and can effectively cultivate students' innovative ability. Middle school students are curious, active, like vivid things and have a strong interest in experiments. Through the teaching process of observation and experiment, we can cultivate students' interest in learning, arouse their enthusiasm and cultivate their objective and realistic scientific attitude. In the classroom, teachers can reasonably choose, combine and use such intuitive means as wall charts, models, projections and videos to show or reproduce different creatures and their life activities, which can not only teach students biological knowledge visually, but also stimulate students' interest in learning biology and concentrate their attention.

In the process of experimental inquiry, students are given room to imagine and encouraged to speak, dare to speak, dare to ask and even be whimsical. For example, in the experiment of "Exploring the Digestion of Starch by Salivary Amylase", some students said that bread, some steamed bread and some starch were used for the selection of experimental materials. For the choice of experimental conditions, some students add water, some students choose boiled water, some students put it in constant temperature water at 37℃, and some students put it in the refrigerator to observe the digestion of salivary amylase under different conditions. How happy and proud the students are through their positive thinking and hands-on work. This kind of classroom is so active and vivid, full of fresh breath of new curriculum reform. Teachers should be good at breaking the old rules and regulations in the classroom and truly form a teacher-led and student-centered classroom. Students unconsciously love biology knowledge, and at the same time form the thoughts and feelings of looking forward to biology class.

Fourth, create teaching situations to improve interest.

In teaching, stories, idioms, proverbs, riddles and jokes are used to create classroom situations. Interest in learning is the most active and positive component of learning motivation, and it is also the most basic internal driving factor in learning activities. How to stimulate students' interest in learning and let them enjoy learning biology is the key to the success of biology teaching.

For example, in the teaching of "biological inheritance", starting with the sentence "As you sow, you reap", let students analyze the meaning of this sentence and draw the conclusion that genetic phenomena are common in biology, which leads to the teaching of genetic concepts. For another example, when explaining the food chain, the idiom "mantis catches cicada, yellowbird comes last" was introduced, which received good results. When exploring the difference between seeds and fruits, we can introduce the riddle "hemp room, red curtain, a big fat man sleeping in it" and let students guess what it is. Further doubt, "which structure in the fruit does hemp house refer to?" Which structure in the seed does the red curtain refer to? So as to stimulate students' interest in inquiry. In biology teaching, teachers' vivid and humorous language, combined with stories, idioms, proverbs and riddles related to biology, will not only make boring content lively and interesting, but also stimulate students' interest and grasp their minds, thus deepening their intimacy with biology.

Searching for some famous anecdotes, historical stories and interesting stories of animals and plants from the Internet can provide students with teaching scenes, improve their interest in learning and help them understand what they have learned. For example, in the teaching of Heredity and Variation, typical cases of consanguineous marriage and genetic diseases, Family History of Queen Victoria and Darwin's Tragedy were found on the Internet. In class, when it comes to "no close relatives are allowed to get married", ask the students a question first: "There is a famous saying in China:' Close relatives get married and add relatives.' However, the national marriage law clearly stipulates that direct blood relatives and collateral blood relatives within three generations are prohibited from getting married. Do you know why? "After the students discuss, tell the students how harmful it is to get married by close relatives. Here are two examples: 1840 In February, Queen Victoria, 2 1 year-old, married her cousin Albert, which brought great misfortune to her family life. Of the nine children they gave birth to, three have a genetic disease-hemophilia, and the others are hemophilia gene carriers. Coincidentally, on 1839, 30-year-old Darwin married his cousin Emma. No one expected that three of their six children died and the other three were infertile for life. When Darwin studied the biological evolution process of plants in his later years, he found that cross-pollinated individuals produced more fruits than white pollinated individuals, and white pollinated individuals were easily eliminated naturally. At this time, Darwin suddenly realized that nature hates consanguineous marriage. Tell students the painful lessons of these celebrities, and students can easily understand that consanguineous marriage will lead to genetic diseases, so it should be banned. For example, when talking about "environmental protection", downloading some words and pictures about environmental protection from the Internet, such as "red tide and its harm" and "acid rain and its harm", can make the classroom content rich and colorful, let students see what they can't see at ordinary times, stimulate students' interest in learning and improve the learning effect.

Fifth, pay attention to the emotional communication between teachers and students and enhance interest.

Modern teaching process is a process of interpersonal communication, that is, the process of emotional communication between teachers and students. At present, students' psychology may not be able to support themselves if they don't master moderation and teachers' deep friendship and create a comfortable psychological environment in class. Therefore, we should create a relaxed and harmonious atmosphere in biology teaching, and strive to create a pleasant learning atmosphere through flexible teaching methods, vivid language, rich expressions, generous movements, kind smiles and inspiring eyes. Only in this way can we infect and influence students, make students' emotions in an exciting state, and make the classroom full of vitality and vitality.

Teachers' respect and love for students is the basis of cultivating good feelings between teachers and students. Teaching practice has proved that a student who is loved by teachers is often full of self-confidence, vitality and positive. Because the experience of emotional communication between teachers and students will naturally affect students' emotions about biology. Students can get warm, trust, understanding and respect psychological experience from teachers, and gain knowledge and ability. Such a teacher-student relationship and the resulting harmonious teaching atmosphere will make students feel safe and happy psychologically. This kind of good mentality promotes students' satisfaction, love and trust in teachers, and also makes students interested in what they have learned, thus creating a psychology of waiting and expecting for biology classes, hoping to attend biology classes earlier and more often. Some students like the courses taught by teachers because of the harmonious relationship between teachers and students. This infection effect often works for a long time and can even affect students' life.

In a word, interest is the key to improve the quality of biology teaching and make students love biology. As Einstein said, "Interest is the best teacher". Biology is a science that studies life phenomena and the laws of life activities. It has the characteristics of strong theory, strong practicability and wide application. As a teacher, we should skillfully organize the teaching content according to different teaching objectives, teaching contents and students' cognitive laws, and actively create problem situations with vivid language and production and life examples, so as to train and inspire students' thinking, develop students' interest in learning, study consciously and actively, stimulate students' enthusiasm for knowledge, and make students develop in an all-round and harmonious way.