Biological activity teaching refers to a new teaching concept and form in the process of junior high school biology classroom teaching, which aims at improving students' comprehensive quality by constructing some educational, creative, practical, vivid and interesting student-centered activities, so that students can learn in activities and learn in happiness. 1, the necessity of biology classroom teaching activities has a long theoretical and practical basis. The early foreign countries can be traced back to Rousseau's natural education theory and Dewey's educational thought of school, life and learning by doing. In China, more than two thousand years ago, Xunzi didn't hear his voice, see his shadow, didn't know about it, and stopped learning for it. From Mr. Tao Xingzhi's integration of teaching and learning, he puts great emphasis on fully mobilizing students' multiple senses, making students move and making teaching and learning achieve the best results. Activity teaching in China has been fully embodied and developed in extracurricular activities, activity classes, activity classes, activity classes, scientific inquiry classes, research-based learning, comprehensive practice and other activity courses. However, in the teaching process of specific subjects, the research in this field is relatively lacking. Therefore, how to design relevant teaching activities in junior high school biology classroom teaching, so that students can learn happily, actively, vividly and communicate enthusiastically, is a new topic facing junior high school biology teachers. Biology classroom teaching activities are the need of new curriculum reform. The basic idea of the new round of compulsory education curriculum reform in China is to change the talent training mode, advocate inquiry learning and realize the fundamental change of students' learning methods. It has become the core task of this curriculum and teaching reform to fully mobilize and give full play to students' independent, exploratory and cooperative learning methods. The change of learning style is inseparable from the reform of teaching methods. The reform of teaching methods must realize three major changes: the teaching content is changed from a single book knowledge centered on teaching materials to a diversified teaching content centered on teaching materials, linked by activities and closely linked with real life; The teaching method has changed from cramming teaching with knowledge as the goal and teaching as the basic method to open teaching with ability as the goal and activity as the basic method, which is concentrated in learning by doing; The role of teachers has also changed from imparting knowledge to the designer and organizer of students' independent, inquiry and cooperative learning activities. The core of realizing the above three changes is whether activities can be effectively introduced into the classroom to make students really move. Therefore, activity teaching is a teaching method that is more suitable for classroom teaching of new curriculum. The activity of biology classroom teaching is also the need of biology teaching characteristics. Biology itself is an experimental science. A large number of experiments, observations, operations, thinking, exploration and discussion mean activities in the process of biological learning. Students should not only use their hands, but also use their brains to acquire biological knowledge. Activities combine biological knowledge with learning and exploration in games, which not only embodies the scientific nature of biological knowledge, but also conforms to the law of students' cognitive development, so it can greatly stimulate students' interest in learning life science. The activity of biology classroom teaching is also the need of junior high school students' psychological development. Junior high school students are lively, curious, like to explore and not satisfied. Positive and unsatisfied are the first conditions for progress. Activities are in line with their interests and motives, and can also provide a broad space for students' personality development. 2. Research and implementation of biological activity-based classroom teaching When it comes to activities, people generally regard extracurricular activities as the premise of extracurricular activities. Even in biology class, in order to catch up with the progress, many schools continue extracurricular activities, and students carry out their own activities, so the teaching quality is difficult to control. We should make biology classroom teaching active, carry out active research in classroom teaching, let students learn in a dynamic way, and use dynamic learning to liberate students' minds, hands, eyes, thinking and space, so that our classroom can truly become a student-centered classroom. So how to realize the activity of biology classroom teaching? The teachers of biology department in our school have conducted special research and practice on this subject and achieved good teaching results. We believe that in the teaching design and implementation, it is the key to realize biology classroom teaching activities to grasp the moving points in activities, design the methods of activities and activate students. 2. 1 Finding the Moving Point 2. 1. 1 The scientific and humanistic atmosphere is conducive to stimulating students' moving points. The scientific and humanistic learning atmosphere is a democratic, harmonious, equal and cooperative relationship between teachers and students. Providing opportunities for students to participate in classroom teaching and creating conditions for students' self-realization is the premise of discipline development. Let students enjoy the joy of learning, so as to stimulate students' enthusiasm and stimulate students to move. For example, when exploring "human reaction speed", I first performed a coin toss in front of me, one, two, three, in which I succeeded and occasionally failed. When I succeed, my classmates applaud me. When I fail, I sigh. At this point, the relationship between teachers and students is closer, which unconsciously stimulates the vividness of learning. I have just stopped, and many students are scrambling to have a try. Immediately invited two students to compete on stage. The classroom atmosphere became lively. At this time, the topic naturally leads to inspiration: What other factors are related to the reaction speed? What do you want to explore about reaction speed? Student: Does the reaction speed have anything to do with people's gender? Does the reaction speed have anything to do with people's height? Is the reaction speed related to people's attention? Is the reaction speed related to psychological quality? Is the reaction speed related to the length of fingers? Wait, the class asked 39 different questions at the same time. The humanistic, democratic and equal learning atmosphere liberates students' thoughts and greatly develops their creative thinking. Then, I encourage you to choose research topics, design experimental schemes and conduct research experiments in groups of four. Throughout the class, everyone is actively studying in happy activities. 2. 1.2 Excavate moving points from students' life. Students' life and experience are the basis of receiving education, learning and understanding. Therefore, it is necessary to learn through specific experiences in daily life, so that education is closely related to students' lives. Biology itself is a science in life. In teaching, students' physical and mental development characteristics are fully considered, and interesting and meaningful activities are designed in combination with students' life experience and existing knowledge, so that they have more opportunities to learn and understand biological knowledge from familiar things around them and learn to live. For example, birds adapt to the characteristics of flying life in the air. The origami plane is a game that everyone has played since childhood, but it is not easy to fold and fly far, and there are certain skills. Through the origami airplane competition in class, we can see whose paper airplane flies the highest and farthest, and study and analyze the reasons for flying high: whether the paper material is light or heavy; Paper size; The wings of an airplane are big or small; The nose folding method finally draws the conclusion that the paper plane must solve three forces to fly far: gravity, resistance and power. How do birds solve these three forces of air flight? It is natural to guide everyone to analyze and discuss the materials in the textbook and summarize the characteristics of birds suitable for flying life. For example, many students keep pets at home. How to solve the problem of pets urinating everywhere? Students put forward a variety of solutions based on their experience, which promoted the understanding of conditioned reflex. In addition, it is also an effective way to mobilize students' learning excitement and stimulate their learning motivation by using the hot issues that students are concerned about and are happening in society. For example, the SARS epidemic in China in 2003 provided living scenes and materials for us to talk about biological infectious diseases and immunization in junior high schools. In a word, real life provides the richest activities for biology classroom teaching. As long as you pay attention, you will find rich educational environment and resources everywhere. 2. 1.3 Create vivid teaching activity scenes to stimulate moving points. As the saying goes, a good beginning is half the battle. If we can put more pen and ink and use more brains in the early stage of the activity, so that the created teaching activity scene is targeted, interesting and creative, the activity will often have unexpected effects. For example, in every class, I will change the background of the computer desktop and use the achievements of biotechnology and biological scientists as the desktop. By guessing, listening, speaking and moving, I will greatly attract students' interest, stimulate their enthusiasm for learning, and also help to cultivate students' innovative thinking, cause many problems, make students really move and make the classroom really alive. In addition, we also make full use of media resources, and teachers collect a large number of scientific and technological videos before class, such as genes, human cloning, viruses, IVF, smoking, the harm of drug abuse, human mysteries and so on. , interspersed in the relevant classroom teaching, also provides conditions for the development of biological activity teaching, stimulates students' interest in learning, and realizes the teaching goal.