Comenius once said: "Interest is one of the main ways to create a happy and bright teaching environment." Similarly, the teaching environment will also have an impact on interest. A pleasant and bright teaching environment can stimulate students' interest in learning and make them learn actively, actively and happily. They will not feel that learning is a burden, but a way to realize themselves and demonstrate their abilities. Let students change from "asking me to learn" to "I want to learn". By regulating the factors in the teaching environment, we can create a democratic, cooperative and exploratory classroom atmosphere for students, so that students' emotions can be in a positive, free, relaxed and safe psychological state and their thinking can enter a free psychological space. Students dare to think, ask questions, express their opinions and put forward different opinions.
For students, the teaching environment is not only a clean and tidy indoor environment, but also a harmonious and interactive psychological environment between teachers and students. What I am talking about here is how to create a good psychological environment and achieve the effect of students' active learning.
1. The methods and means of teaching content should be novel and attract students' attention.
1. 1 Ask questions to attract and strengthen students' attention.
The teaching content is fixed by the syllabus, but different teachers have different methods and means in the teaching process. As long as students are interested in demonstration materials and methods, they can attract students' attention most effectively. Only those intuitive, novel and interesting cognitive materials can make students know and understand most effectively. To create a teaching environment, inquiry teaching should start with cultivating students' problem consciousness. "Problem" means "thinking", and all exploration and innovation are centered around the problem. Asking a question is often more important than solving a problem. In order to cultivate students' creative thinking, the questions should be exploratory. Through the setting of questions, students are guided to seek solutions to problems from multiple angles and channels, broaden their thinking and cultivate the divergence and flexibility of thinking. Teachers' design of classroom questioning is related to the development of students' thinking activities. Therefore, when teachers break through difficulties, they should design problems step by step from easy to difficult, from simple to complex, from small to large, from the outside to the inside, so as to "surround" the difficulties. Students are required not to stick to books, not to be superstitious about authority and not to stick to the rules in the learning process. Teachers should try their best to reduce the restrictions on students, give timely and appropriate help, encourage students to give full play to their imagination and subjective initiative, think independently, explore boldly, do not conform to conventions, and actively put forward their own new ideas, new ideas and new methods. By designing open questions for teaching content, students' ability to solve problems can be improved, and students' mind can be changed from "asking me to learn" to "asking me to learn".
1.2 according to the teaching content, contact with real life, and let the classroom enter life.
Man is life, and life is a part of biology. Therefore, biology must be linked to real life, which is the personal experience of every student, so that they can feel the meaning of life in teaching and cherish the opportunity of life. For example, when talking about the virus structure, give some examples that students are familiar with, such as SARS, AIDS and bird flu. For example, the relationship between the phrase "enjoy the cool under a big tree" and photosynthesis and transpiration. For example, the digestion, absorption and utilization of the three major organic substances and the nutritional collocation in daily life. Relationship between ideal grain and oil storage method and respiration. In a word, biology is always a subject closely related to our lives. The connection between teaching content and real life can not only attract students to learn biological knowledge, but also let them know some real-life problems.
Therefore, in the teaching process, teachers should actively use their brains, teach students in accordance with their aptitude, and flexibly use various teaching methods and means to attract students' interest. Otherwise, a single teaching method and means will often make students feel bored and bored, and students will lose interest in learning over time.
2. Be careful of students' wrong answers and create a safe classroom psychological environment.
Teachers' questions are a test for students to understand and master the teaching content. Because of the individual differences of students, the speed of receiving information and the different angles of thinking, students' answers will be different from "standard answers" or even wrong, which is objective and normal. Teachers should not rush to deny or even criticize, otherwise students will feel nervous and afraid when they hear questions, feel insecure, and dare not express their ideas, which is not conducive to learning activities. Teachers should use students' wrong answers to sensitively capture this feedback information and solve students' problems.
3. Carefully care for students' doubts and improve the interactivity of students' classroom learning.
Students' questioning is to question the teacher's content, book knowledge and extracurricular reading knowledge, and express their views. It is normal for different students to question the teaching content for various reasons, which also reflects the initiative of students and the seriousness of thinking, and is also an important factor for teaching and learning to learn from each other. We should protect, encourage and attach importance to students' doubts, and don't deny them easily, otherwise students will be afraid to ask questions. By seriously solving students' doubts, it embodies the scientific rigor.
4. Respect students' differences, strive for equality among students, and create a harmonious teaching atmosphere.
There are individual differences among students, such as appearance, gender, personality, specialty, academic performance, family status, social relations, intimate relationship with teachers, and even differences in the formation of behavioral norms, and so on. Therefore, it is not easy to give every student equal opportunities in classroom teaching. For example, asking questions in class is difficult and easy. For those simple questions, encourage students with poor learning to answer them actively and improve their self-confidence. For those relatively difficult problems, we should call the students who have studied well, so as to stimulate the enthusiasm of all students in class, and create a harmonious teaching atmosphere without favoritism.
The main responsibility of teachers is to create learning situations and learning methods. Creating a good teaching environment is a learning method, which determines that in the teaching process, every student can acquire knowledge and use necessary learning materials with the help of teachers and classmates in certain situations. Teachers should create their own teaching mode, lead students to study together, and let students better master scientific knowledge in a relaxed environment.