In fact, let me introduce my teaching experience in front of you, I really feel that I am a bit of a class, and I just report to you on my work in the past ten years, and I sincerely ask you to give more valuable advice. I have been engaged in biology teaching for ten years, and with the help of leaders and colleagues, I have gradually figured out a little method of my own, just for your reference:
1. Based on the teaching materials, stimulate students' interest.
Interest is the best teacher. Interests and emotions have a huge impetus for people's actions. In teaching, teachers should cultivate interest, emotional communication and resonance, so that students can experience happiness, enthusiasm and excitement, and be more active in comprehending knowledge and exploring biological mysteries. Every time I take the first class of the new first grade, I pay special attention to stimulating students' interest in biology, first telling them some stories about the harmony between humans and living things and the benefits to human beings, and then telling them some harm caused by human beings if they arbitrarily destroy the ecological balance, etc., so that students can know through my explanation that they should love and live in harmony with living things. There are also explanations on the role of dragonfly wing moles, how to catch insects, and so on.
Interest generation refers to the tendency of students to be curious about certain learning Xi content in the process of learning Xi. To a large extent, it stays on the surface of the content of the Xi Xi and depends on the particularity, novelty and interest of the content itself. At this stage of interest generation, students manifest themselves in the form of subconscious motivations such as attention and impulsivity. These concerns and impulses do not arise for no reason, but are rooted in the fact that the content of learning Xi is inevitably related to the purpose and value needs of students' learning Xi. This connection is reflected in the student's consciousness, which attracts the student's attention and produces a pleasurable psychological experience. Psychological research has shown that people are not interested in things that have nothing to do with human needs (not only physical needs, but also mental and emotional needs). Everything that interests people always has consistency with the subject's needs in some way, at a certain point or to some extent. It is safe to say that interest is directly driven by students' learning Xi needs and indirectly driven by Xi values. There are two types of positive reinforcement that generate interest, one is external reinforcement and the other is internal reinforcement. Beethoven had a high **talent as a child and was called a **prodigy. However, Beethoven's father was still very strict with Beethoven Jr. From the age of four, Beethoven was asked to Xi on the harpsichord, often for several hours, and after a few years, he finally played the piano well. External reinforcement also includes the fact that after an act has occurred, the subject of the behavior is rewarded by the outside world, so that the behavior is rewarded spiritually or materially. Inspired by Beethoven's growth story, I also send some gifts and verbal praise to students who have achieved excellent results and made great progress in exams, and give different students different gifts when rewarding gifts, such as saying to students who are improving, no matter where you go, there are a pair of eyes watching you;For students who do well in the exam, happiness is transformed into flowers on the side of the road, trees in the forest and birdsong in the morning, and the wind blows the ...... of the year like flowersAnd you become the most beautiful embellishment;Say to students with good growth prospects that success makes people happy, and the world will be better because of you.
For most students, the content of the Xi class has lost its freshness, and they will even think that they have mastered it all, and the content is a bit boring and boring, so they often lose the initiative and enthusiasm of learning Xi, and they are too lazy to listen to the teacher's explanation, thinking that they are very good. In view of this drawback, I suggest that in order to mobilize students' enthusiasm and stimulate their curiosity, teachers should directly introduce the scope of knowledge to be Xi in this lesson to students at the beginning of each class, so that students with good grades in Xi can go to the podium to introduce how they understand the knowledge of this part of the textbook. If the students on the stage have inappropriate explanations, the rest of the students who are the audience can raise questions and revise and supplement at any time, and then the teacher will comment on the students' strengths and weaknesses in a timely manner, so that students can clarify their omissions and shortcomings, and help students form a systematic and complete knowledge network. In this way, on the one hand, students can discover their own shortcomings, further consolidate the basic knowledge they have learned, and also exercise their courage and language skillsOn the other hand, it can enhance the active atmosphere of the classroom, stimulate students' motivation to learn Xi, and cultivate students' ability to learn and Xi independently. In addition, teachers should also grasp some key knowledge points, combined with selected Xi practice questions, and carry out targeted practice Xi, so that students can obtain some basic problem solving methods.
2. Consolidate basic knowledge and basic skills.
As the saying goes, "You can't build a building on a swamp". Compared with the traditional textbooks, the knowledge structure of the new course textbooks has been weakened, which basically breaks the original biological knowledge system. In this case, if our teachers only focus on the textbooks, only "teach the textbooks", and do not "teach with the textbooks", then it may lead to the loss of the knowledge structure system of biology in junior high school, the examination will not achieve the desired results, and the follow-up learning Xi entering the high school stage will be more difficult.
Some basic concepts and knowledge in biology should be memorized and memorized, and of course, the teacher should guide students to memorize after understanding. For example, basic knowledge of tissues, organs, systems and other concepts, joint structure, and transportation of substances in the human body. Some basic points should be reinforced with examples. For example, the biosphere is the home of all living things, the movement and behavior of animals, and the diversity of organismsheredity and variation of organisms, etc. Through specific food webs, students are asked to analyze the flow of matter and energy in the ecosystem, the relationship between organisms, and the understanding of the concept of ecological balance, etc.
At the same time, we should also pay attention to cultivating students to pay attention to biological phenomena and cases around them and in life, care about biological problems involved in the process of national and social development, and be willing to understand the Xi of biological science development. After learning the corresponding biology knowledge, students will be Xi able to analyze the problems and propose solutions in combination with the hot issues related to biology in the society, so as to cultivate students' sense of social responsibility. For example, the 8th question in the 2010 exam is the world's hot issue about H1N1 influenza this year, the 9th question is about the analysis of the reasons for the high sugar content of Xinjiang cantaloupe, and the 12th question is about food hygiene.
3. Prepare lessons carefully and accurately grasp the important and difficult points of the teaching materials.
Lesson preparation is an organic reorganization of textbook content, teaching reference content and materials. I think that for new teachers, the first thing to address is what to teach, not how to teach. After the former is resolved, it is not too late to consider the latter. Each chapter and section has a center, which is the main content to be known to the students, which is commonly referred to as the main point (difficulty). Both students and teachers must grasp this center and highlight this center in the whole teaching activity, and other content and activities must closely focus on this center and serve this center. Otherwise, you will catch the sesame seeds and miss the watermelon. In particular, the content of the second volume of the seventh grade.
Fourth, practice Xi in place, test and consolidate the classroom teaching effect in class.
At present, our school has clearly required teachers to arrange students to practice Xi for no less than 10 minutes in classroom teaching. This requires teachers to also work on the design and flexible use of classroom Xi problems. The time for students to practice Xi in biology classroom teaching should be flexibly mastered according to the different needs of the teaching content, which can be arranged to be re-Xi and consolidated at the beginning of class, interspersed with the process of imparting new knowledge, or placed after the classroom teaching content is completed. The advance design of classroom Xi questions and the flexible use in the classroom can be tested in class and consolidate the classroom teaching effect. Teachers can adjust the pace of teaching accordingly and carry out corrective teaching in a timely manner. This is necessary to ensure the quality and efficiency of biology classroom teaching. Hence the beginning.
In the second and third biology Xi, I pay more attention to classroom practice Xi, and each lesson basically ensures that students have sufficient time to think and practice Xi, generally there are ten to fifteen minutes of time for students to practice Xi or to summarize and summarize knowledge points. For example, when explaining the difference between simple reflexes, complex reflexes, and human-specific reflex activities, list reflex activities such as eating bread to satisfy hunger, drawing bread, and writing bread to satisfy hunger, and ask students to distinguish them. This teaching method has also been welcomed and recognized by most students, and has received good teaching results.
The practice Xi in place, returning to the textbook, and testing and consolidating the classroom teaching effect in the classroom are a strong guarantee for the high efficiency of biology classroom teaching.
In short, students should learn and teachers should be successful, which is closely related to the mentality and efforts of teachers. We must prepare every lesson and use vivid and fulfilling lessons to attract students' attention, cultivate students' interest in learning Xi biology, and stimulate their curiosity. Today, when we attach importance to quality education, we should take students as the main body, give full play to the leading role of teachers, let students truly participate in teaching activities, learn the teaching knowledge in textbooks well, and cultivate their abilities in all aspects. Let us achieve our students and ourselves. Thank you.