First of all, talk about my understanding of the current situation of biology teaching in junior high school. At present, the quality of junior high school students is generally uneven, there are many kinds of underachievers and the school facilities are not perfect. For many years, the teaching mode of exam-oriented education has controlled school education, and the biology subject has been cancelled in the entrance examination for junior high school graduates. Students can take whatever they want in the entrance examination, and their attention is completely focused on the examination subjects. Students are extremely tired of studying biology. When students arrive at high school, their biological knowledge is basically zero. However, if we study the outline and explanation of the college entrance examination, the content of the high school examination is: middle school biology knowledge. Middle school biology knowledge includes junior high school and senior high school. In a limited short period of three years, it is impossible to remedy the knowledge learned in the previous three years. In addition, due to exam-oriented education, a considerable number of schools have adjusted and reduced biology classes to make way for other subjects. Some biology teachers are rearranged, and in the absence of biology teachers, they are replaced by teachers from other disciplines. Under the impact of the examination, all subjects are naturally divided into main subjects and minor subjects. In a sense, this is a classification of teachers. In this case, many teachers do not pay enough attention to biology teaching.

Now, our municipal education bureau proposes to build a happy classroom. We all know that the classroom includes several elements: teaching content, teaching means,

The object of education is teachers and so on. Teachers play a leading role in classroom teaching. If we want to build a happy classroom and the teachers are unhappy, I think it is impossible. In fact, from another perspective, as a biology teacher, we feel happy and happy. Without the pressure of exams and the task of entering a higher school, we will work more easily and have a younger mentality. We can learn happy classes more easily and have more opportunities. We will be happier!

Second, the importance of junior high school biology teaching.

(Everyone knows these things, so I don't want to say more) 1. According to the curriculum standards:

Biology teaching aims at cultivating students' biological science literacy, mastering certain knowledge and skills, and enabling them to live a better life and serve the society.

Such as the tenth question: healthy life. Including today's immunization and planned immunization, infectious diseases and prevention, drug treatment and first aid. Being a biology teacher is to shoulder some of the most basic responsibilities of teaching and educating people and cultivating students. 2. Biology teaching in junior high school also shoulders the function of laying the foundation for students to enter senior high school for further study. After years of high school teaching, it is found that our students' junior high school biology knowledge is basically zero. Like the mechanism of the heart and the double fertilization of plants, students basically don't understand.

(Let's talk about my views based on our reality) 1. Create a situation, lead it into the classroom, and stimulate learning enthusiasm.

Creating teaching situation means that teachers consciously use environment, emotion, art and other factors to mobilize students' unconscious psychological activities through language, video and other means, so as to coordinate conscious psychological activities and maximize human physiological and psychological potential. It can stimulate learning interest, expand thinking space and make students actively engage in learning. This is also an important link to enliven the classroom atmosphere. I often hear colleagues complain: "Now biology class is not good, students are slow and have no passion, and the classroom atmosphere is not so good." I think students' passion is infinite, especially junior high school students. Passion is only hidden in the hearts of students, as long as we use our enthusiasm to motivate students. Only by arousing students' interest and curiosity in learning biology can they concentrate on learning, actively perceive, remember, think and imagine, make them feel that learning is not a chore, and show joy and curiosity in learning, and the classroom atmosphere will be good. Therefore, biology teachers must create different scenarios according to different teaching materials to stimulate students' interest and curiosity.

Li Zhiwen, Biology Group 2, Ding Kai Memorial Middle School, luoding city. Improve efficiency in various ways.

Because biology has the characteristics of many noun concepts, abstract knowledge content and close connection with nature and social life, if teachers adopt a single teaching method for a long time, students will be bored and will not create a good classroom atmosphere, so we should fully explore favorable teaching methods. As we all know, teaching is regular, but there is no fixed law. Teaching methods are extremely diverse, including lectures, group discussions, heuristic teaching, experimental teaching and multimedia applications. There is no fixed model for teaching methods, and there can be no universally applicable teaching methods. Any teaching method has advantages and disadvantages. If we can flexibly use a variety of teaching methods according to the subject characteristics, knowledge mastery level and teaching content, as well as the age of students. It is bound to get twice the result with half the effort. I won't mention the common teaching methods. Combined with Mr. Zhan's class and our reality, talk about effective methods. (1) Role-playing Role playing method refers to the activities in which teachers or students play specific roles according to the teaching materials and carry out learning according to the needs of teaching in the process of playing. Role-playing can arouse students' initiative and enthusiasm in learning and make them in the main position of learning. Role-playing is more suitable for the physical and mental characteristics of students in compulsory education. They like to imitate and perform, show their talents in groups, experience the joy after success and enhance their self-confidence in learning.

For example, Mr. Zhan applies this lesson to role-playing: skin, and so on. . . . (comment)

In addition, in the "ecosystem" class, students play the roles of animals, plants, bacteria, fungi and the environment while analyzing the mutual influence and interaction among various organisms that constitute the ecosystem, and draw conclusions through speeches; In the "food chain and food web", when explaining the relationship between consumers, producers and consumers, students play grass, rabbits, foxes, eagles, wolves and so on. And find out what to eat and what to eat by yourself, which is intuitive and vivid. Understand the relationship between various creatures in the ecosystem in a relaxed atmosphere and complete the teaching task. (2) Group cooperative learning

Cooperative learning is an innovative and effective teaching theory and strategy system widely adopted by many countries in the world, and it is one of the important ideas put forward by the new curriculum. Cooperative discussion is a way for the whole class or group to exchange opinions, inspire each other, distinguish right from wrong and learn from each other under the guidance of teachers to solve a certain problem. Cooperative learning plays an important role in improving classroom atmosphere, improving classroom efficiency and promoting students to form good learning quality. Our biology classroom teaching can also adopt the method of group cooperative learning.

Reading guidance method is a method for teachers to guide students to acquire knowledge by reading textbooks and reference books, and to cultivate students' self-learning ability. For example, the seventh-grade books "Human Nutrition", "Human Food" and "The Function of Nutritional Components in Food" are relatively simple and easy for students to understand. The teacher guides the students to complete the form of the book and asks them to complete it through several representative exercises. Students can master the course content completely in the process of finding answers in the teaching materials, thus reducing the teaching work of teachers and cultivating students' self-learning ability.

In addition, for relatively complex biological structures, we can also learn and master knowledge by organizing students to draw pictures. Such as the structure of stomach, digestive gland and heart. All these can make students spend some time copying books and pictures. This not only lightens teachers' work, but also helps students to understand and remember, and improves students' ability to look at pictures and understand spatial structure. (The ability to read pictures can be said to be tested every year in the college entrance examination, and there are charts every day in the 10 college entrance examination. At present, senior three students have poor understanding of graphics and images. 3. Use various media in teaching (note that it is not necessarily multimedia computers, after all, some schools have not fully popularized multimedia teaching).

The knowledge that students master mainly comes from books or indirect experience gained by others. In teaching, students spend most of their time and energy on learning indirect experience. The presentation of cognitive materials is basically language, objects and wall charts. No matter which way you present it, you should get used to the principles of vividness, intuition, novelty and interest. Especially biology, a large number of language descriptions are often not as vivid, vivid and intuitive as wall charts, specimens, models, objects, board paintings, experiments and multimedia applications. Because of the use of eyes, ears, hands and other organs, intuitive teaching can stimulate the brain with knowledge in many ways, enhance the memory, understanding and mastery of knowledge, and thus create a good classroom atmosphere. Therefore, in addition to flexible use of various teaching methods, biology should also create more conditions for intuitive teaching.

For example, using a wall chart to show the physiological structure of the human body and teaching the structure of flowers in kind. Chen Chaoqun, a teacher in our school, often makes his own teaching AIDS, applications and teaching. Using cardboard as chromosome to teach mitosis. Some middle schools are short of experimental equipment and materials, so biology teachers should pay attention to collecting, preserving and cultivating experimental materials in time. For example, collect wild algae, moss, ferns, gymnosperms, angiosperms, mice, earthworms, insects and other animals and plants to make specimens, or plant, cultivate and raise them for experiments. According to the needs of teaching, some simple experimental equipment is made from some simple materials to ensure the normal operation of the experiment.

Of course, in schools with computer multimedia, our biology teachers should use multimedia more in classroom teaching. Through vivid pictures, synchronous audio-visual situations, concise explanations, pleasant music and timely and effective feedback, the knowledge is displayed in front of students at a glance, which greatly improves the teaching effect. It can cultivate students' observation ability and thinking ability, make students' study relaxed and happy, stimulate students' desire for knowledge, fully mobilize students' learning enthusiasm, and provide a good environment for cultivating students' innovative consciousness and exploration spirit. 4. Carry out colorful extracurricular activities and teach students in accordance with their aptitude.

Biological science has strong practicability. According to the characteristics of biology, combined with the teaching content of biology textbooks, it is an effective way for students to acquire perceptual knowledge and cultivate their interest in biology to carry out extracurricular activities purposefully and planned. We should change the traditional teaching method that only pays attention to in-class and ignores extracurricular activities, and organically combine in-class and extracurricular activities through colorful extracurricular activities. Our view is that those who can get out of the classroom should try to get out of the classroom.

For example, Li Zhiwen, the biology group of Ding Kai Memorial Middle School in luoding city, conducted small experiments and expanded experiments, collected experimental materials and made animal and plant specimens. There are also some exploratory experiments: exploring the external conditions of seed germination. Understand the biodiversity of the campus and so on.