How to Cultivate Students' Creative Thinking in Biology Teaching

Creative thinking refers to the use of existing knowledge and experience, through independent thinking, under the guidance of teachers or on the basis of their own learning, with new theories and even unique insights to think. As long as we can find different problem-solving and learning methods from textbooks and teachers, as long as we can use what we have learned to solve practical problems and have novelty and new characteristics, it belongs to the category of creative thinking. The following points should be paid attention to in cultivating innovative ability in biology teaching:

First, pay attention to the thinking process.

When cultivating students' creative thinking ability, paying attention to the thinking process is the key to teaching, and its teaching method is to let students show their own thinking process. For example: "A couple has normal color vision, but their parents are color blind. What is the probability of color blindness among their sons? " The teacher asks questions, not how to do it, but what you think. Ask "what do you think", everyone will say it, and it makes sense. All students will show their own thinking process and compare their thinking process with that of explanation, so as to master the correct thinking method. Creative teaching attaches importance to the success of thinking process in cultivating students' creative thinking ability, which is to let all students know the ins and outs of the results. At the same time, in order to promote the development of students' creative thinking, teachers should also pay attention to the examination of students' thinking process in the design of questions, such as asking "What do you think of this question" and "Why do you think so?" "Tell me about your thinking steps" and so on. Thinking is often more important than conclusion, because only by learning to think can students master the ability to acquire knowledge. Teachers should also pay attention to the evaluation of students' intellectual activities, so that students can realize the role and importance of thinking in solving problems. We should affirm and praise those simple and ingenious methods with strong generalization and original opinions, so as to improve students' creative thinking level.

Second, strengthen thinking training.

In classroom creative teaching, to cultivate students' creative thinking ability, we need to adopt different thinking training methods according to different teaching contents, so as to activate students' agility, flexibility, profundity, criticism and universality. Conduct unified thinking training, use the basic knowledge, basic concepts and basic facts learned, summarize the knowledge of one chapter or several chapters, and make them into knowledge blocks, so that thinking will be clear.

Third, review strategies of biological experiments.

The review of biological experiments is an important link to further strengthen basic knowledge, learn basic methods and form basic abilities. To this end, the following review strategies are put forward to communicate with teachers. 1. It is an important part of the biological knowledge system to integrate the experimental contents into the hands-on experiments of senior high school biology and many experiments mentioned in textbooks. The content of the review experiment should be based on the knowledge system and organically integrated with it. For example, the experiment of "observing the separation and recovery of plant cytoplasm wall" is to prove that plant cells are a special osmotic system, the structure of plant cells and the principle of osmotic action. Mature plant cells immersed in solution are similar to osmotic physical devices, and all have the conditions of semi-permeable membrane and solution concentration difference on both sides of the membrane. This is a key content of our review of water metabolism. If possible, we can do this experiment again to study and analyze the problem.

Fourth, changing ideas is the key to classroom teaching.

Three basic ideas advocated by biology curriculum standards (for all junior high school students; Improve the literacy of biological science; Advocate inquiry learning. ) points out the direction for the reform of biology curriculum. The key to classroom teaching is to absorb the advantages of traditional teaching, abandon its shortcomings and change teachers' educational and teaching concepts.

Teachers should be organizers, collaborators, promoters, guides and researchers, and be "the best among equals". The relationship between teachers and students should be equal, cooperative, democratic and interactive. Teachers should pay attention to the all-round development of each student and cultivate students with personality differences. Teachers should moderately allow students to make mistakes in their growth, because problematic students are likely to make you an educator. Teachers should pay attention to discovering students' bright spots and encourage them to make progress. Teachers should attach importance to textbook teaching, students' self-study and students' learning process. Teachers should teach students learning methods, cultivate students' lifelong learning ability, as well as feelings, attitudes and values. In particular, teachers should take students as the center, learn to be tolerant and learn to listen to students. For example, in the activity of "Exploring the Environmental Factors Affecting the Distribution of Rats and Girls" in the seventh grade of biology in Beijing Normal University, under normal circumstances, rats and girls will run to dark places, but during the experiment, this may happen: there are more rats and girls in bright places. This may be because the rat girl can't run, the time is too short, or she faked her death. It can't be said that the students did something wrong. We should respect facts and cultivate students' scientific attitude of seeking truth from facts.

5. Mining curriculum resources is the premise of classroom teaching.

Teachers should seriously study the curriculum standards, prepare lessons in the whole process according to the requirements of the curriculum standards, understand the design ideas of teaching materials, give full play to their subjective initiative, actively explore curriculum resources and make up for the shortage of teaching AIDS, which is the premise of classroom teaching.

Teachers should try to mobilize students to find curriculum resources together, which has at least the following advantages: (1) Group division of labor, each student is only responsible for a part, which cultivates students' sense of responsibility; (2) It is best for peers to find curriculum resources together, learn from each other and educate each other; (3) Students' horizons are broad and their abilities are improved; (4) The materials required by students are wider and more practical, which can also reduce the burden on teachers. As mentioned above, when I went to the class of "Animal Reproduction and Development" in the eighth grade of biology published by Beijing Normal University, I arranged for students to bring their own eggs (eggs) before class. As a result, every student brought it, and some groups also brought bird eggs such as duck eggs (eggs), and many fresh eggs (eggs) were fertilized, so teachers may not be able to buy them in the market.

Curriculum resources are everywhere. We should change the traditional concept of classroom, and if necessary, we can go out of the classroom and take nature as the classroom. For example, "exploring the behavior of ants" and "exploring the positive effects of animals on plant life", first-hand information can only be obtained by going to the surrounding outdoor environment such as woodland, lawn and field. Practice has proved that outdoor activities make students pay more attention to the surrounding nature and have a stronger interest in learning biology. But be sure to organize and pay attention to safety.

Sixth, timely evaluation is the source of promoting the vitality of classroom teaching.

Biology is an experimental science, and there are more biological experimental activities after the curriculum reform. In order to make students like biology, it is necessary for them to taste the joy of success in class, especially in activities, which requires teachers to explore the evaluation mechanism and evaluate it in time, so as to enhance and maintain the vitality of biology classroom. Due to the limitation of teaching hours, activities can be integrated, but they can't be without. Moreover, activities should be relaxed and return to the three-dimensional goal of observable and evaluable knowledge, ability, emotion, attitude and values. Timely evaluation is also conducive to the cultivation of students' good study habits. For example, in order to reduce the workload of teachers, the group leaders and branch representatives of each activity group can play a greater role, and set up special notebooks to record classroom activities, on-site evaluations and violations of discipline, and link them with the final general evaluation. Students' learning enthusiasm has been significantly improved.

Timely evaluation should also pay attention to the following issues: (1) Don't pursue everything in every evaluation, but focus on the key evaluation elements of this task; (2) Pay special attention to the students whose grades are not outstanding; (3) The evaluation of emotion, attitude and values should be combined with the teaching objectives of the subject, which should be coarse and not fine, so as to at least motivate students.

Teaching reflection is an effective way to improve classroom teaching.

The curriculum reform centers on students' development, advocates rough teaching design, and then completes it randomly in the classroom. Teaching should be carried out according to students' needs, paying more attention to students' actual gains and less attention to the integrity of the classroom, but it is strictly forbidden to delay classes. Therefore, every class is full of uncertainty, the answers to many questions are open, the students' thinking is open, and the spark of innovation may occur at any time. This requires teachers to have a strong teaching wit and preset several possible reactions to students before class. For example, the first volume of the eighth grade activity of the Handbook of Biological Activities published by Beijing Normal University, "Observing the structure of eggs", discussion 3: Judge whether the eggs you observe can hatch chickens and give reasons. A student's answer is different: no. Because this egg has been broken by me. This answer may not even be thought of by the teacher. Students consider the problem from another angle, and the teacher can't deny the correctness of this answer. We can only re-examine the rigor of the subject. Therefore, after the curriculum reform, teachers should keep the good habit of self-reflection, which is an effective way to shorten the gap between the concept and behavior of biology teaching.

In short, teachers should re-understand biology classroom teaching under the background of the new round of curriculum reform. There is no fixed model in biology classroom teaching. Teachers should innovate and develop the connotation of biology classroom teaching with the attitude of "growing with the new curriculum".