Abstract: At present, China is changing from traditional exam-oriented education to quality education. Although this change has been hindered more or less in some places, I believe that the implementation of quality education is inevitable. Education is not only to impart knowledge to students, but also to cultivate good habits and morals. What the country needs is not a "nerd", but a truly high-quality talent. As a young biology teacher, I want to share my real feelings and some thoughts with biology teachers and all other teachers. Keywords: interest exchange in classroom teaching. In 2003, I just joined the work and, like the majority of young teachers, worried about how to be a good biology teacher. But through the teaching of the old teacher's experience and the efforts in recent years, I feel that I have gradually become a qualified biology teacher. The following is my opinion on how to become a qualified biology teacher. 1. Teachers should learn from themselves. Mr. Tao Xingzhi once said: "In daily life, teachers must work hard to make progress. Good students always compete with their teachers in knowledge and accomplishment. The afterlife is awesome, which is exactly what I mean. We very much hope that students can run ahead of us one day, which is what we should hope the younger generation can do. Academic evolution is here. But we really can't slack off, we can't relax, we should push ourselves and try to run ahead of the students and guide them. This is our duty. This is the way to respect the teacher. So I want to learn while teaching. We should humbly accept the choice of academic experience related to our undergraduate course and self-cultivation to help us learn. " Therefore, it is very important for teachers to study again. We should not be satisfied with the status quo, nor should we be lazy. Teachers' re-learning mainly includes the following aspects. (a) to participate in further studies and lectures organized by the school. (2) Prepare a notebook, write down your usual thoughts and feelings about teaching, organize them into papers every once in a while, and strengthen your educational theory cultivation. It is recommended that you write at least one paper each semester. The teaching paper also reflects your reflection on teaching. (3) Borrowing books and reading books from the library to enrich the knowledge of this discipline and other related disciplines. (4) Discuss with experienced teachers more to solve their own confusion. (5) Communicate with students more, understand their psychology, problems and thinking, and give full play to the potential of students and teachers. (6) You can take part in training or make a study plan during holidays. A person can only make continuous progress by continuous learning, so I hope all teachers can improve themselves through further learning and serve students better. 2. Classroom teaching Classroom is the most important stage for teachers. Teachers' re-learning provides you with sufficient "motivation", so the classroom is where you release "motivation". Classroom teaching is the most critical link for you to become a qualified teacher, so how to deal with classroom teaching? Let me give my opinion. (A) the creation of classroom atmosphere The creation of classroom atmosphere has a lot to do with students themselves and teachers. As far as students are concerned, it is difficult to create a good classroom atmosphere without a good learning attitude, which depends on their study habits. I do this for the cultivation of students' study habits. 1. Cultivate the habit of self-study without previewing, attending classes, reviewing and doing homework. Pre-class preparation can make students have a general understanding of the new lesson and know what difficulties teachers need to ask in class, which not only improves the efficiency of students' listening to lectures, but also improves the pertinence of teachers' teaching. Reviewing in time after class is not only conducive to digesting and absorbing new knowledge, strengthening memory, but also conducive to improving the efficiency of completing homework. 2. Cultivate the habit of self-study by consulting reference books frequently. There are many biological theories, theories and laws, biological phenomena, names and nouns of animals, plants and microorganisms, biological works and biologists involved in middle school biology textbooks. Because there are no detailed notes in the textbook, students will inevitably encounter many puzzling terms in self-study, so the best solution is to consult reference books. Biological reference books include dictionaries, dictionaries, general biology, encyclopedias and teaching reference books. I encourage students to buy them for later use. Insisting on using reference books can not only enrich biological knowledge, but also overcome the problem of not asking for solutions. 3. Cultivate self-study habits of thinking and asking questions. "Learning comes from thinking, and thinking comes from doubt." I inspire students to be good at finding doubts and dare to put forward their own independent opinions in the process of self-study. Teaching students to ask questions can not only stimulate their interest in self-study, but also cultivate their divergent thinking and stimulate their intellectual potential. Thinking while reading is also conducive to knowledge transfer. 4. Self-study habit of extensive reading. It is very limited for middle school students to get knowledge from textbooks, so I guide students to read more newspapers and extracurricular books related to biological sciences by extracting and cutting and pasting, and establish their own "biological database". This can not only broaden students' scientific horizons, but also absorb more extracurricular knowledge and improve students' comprehensive quality. With these good habits, students will have a good learning attitude and create a good classroom atmosphere. On the other hand, it is the teachers themselves who create the classroom atmosphere, and teachers also play an important role in creating a good classroom atmosphere. (2) classroom teaching 1. Handling of "desertion" of individual students. Generally speaking, teachers often get angry when they see some students doing "little tricks", which will affect the teaching effect. At the same time, they often ask relevant questions to students who do "little tricks", and as a result, students often can't answer them. This is a natural thing, so we often take impulsive measures to "revenge" students in class to obtain temporary stability of the whole classroom. But it is undeniable that our class will go to two extremes: absolute silence and absolute activity. These two extremes are obviously not desirable. The way I deal with these students is to remind him by words or actions that the teacher has found out that you are doing "little tricks" and concentrate on going back to church instead of calling his name directly. This can ensure normal classroom teaching and maintain a good classroom atmosphere. For example, when students are reading extracurricular books in class, I will go up to him, point to his book or pat him on the shoulder, suggesting that he should concentrate. Of course, I still have to talk to that student after class. 2. The method of imparting learning knowledge is better than imparting knowledge itself. "Give people fish, just for a meal, give people fish, and benefit for life." What teachers need to find out is whether students come to class to learn knowledge or to learn how to master knowledge. It is clearly stipulated in the biology teaching syllabus that students' observation ability, experimental ability and thinking ability should be cultivated, and at the same time, students' self-study ability of continuously acquiring and applying biological knowledge should be cultivated. Biology is an experimental science, and all biological knowledge is obtained by scientists through experiments. Therefore, teachers should not only impart knowledge, but also teach how to explore biological problems. For example, fermentation, simply imparting knowledge will make the classroom very boring, but through the discussion of fermentation problems, the classroom atmosphere can become active and students can become the main body of the classroom. For example, you can ask students to discuss how to design experiments to explore the fermentation process, and then provide them with the necessary experimental materials; Students can also experience the production process of fermentation industry and have a deeper understanding of fermentation. 3. Questioning teachers should pay attention to the difficulty and object of questioning students in class. Don't ask too simple questions, which will not arouse students' interest; It can't be too difficult, so the class will become silent. There should be a difficulty gradient in the discussion of a certain problem, so as to attract students, arouse their enthusiasm and enliven the atmosphere. For example, when talking about fish breathing, I designed this part in my teaching: 1) What color are the gills of live fish? 2) Why blush? 3) How does the fish ensure that the blood in the capillaries constantly gets oxygen from the water and discharges carbon dioxide? We should also pay attention to the choice of questions, choose students with weak foundation to answer relatively simple questions and enhance self-confidence; Choose students with good foundation to answer difficult questions, so as to improve their thinking ability. Only in this way can we arouse the enthusiasm of all students and enliven the classroom atmosphere. (3) Cultivating students' interest in learning is the motivation of learning and the first teacher of students. Teachers should first make students interested in learning biology. Biology is a science closely related to human beings. We are surrounded by creatures, and creatures are living individuals, which makes us feel closer. It can be said that biology is the most interesting of all subjects. How to cultivate students' interest in learning? 1. Have a good first class, let students know how wonderful biology is, how useful it is to human beings, and how many problems are waiting for everyone to solve, so that students have a strong interest in biology from the beginning. 2. According to students' active, curious and competitive characteristics, try to design the teaching as lively and interesting as possible, so that students can study in a pleasant atmosphere, which is the fundamental guarantee to mobilize students' learning enthusiasm, improve teaching quality and reduce students' burden. 3. Through experiments, internships and practices, students can experience the fun of biology, which can accompany them all their lives. 4. Biology, as a natural discipline, studies the phenomena and laws of life activities. The phenomena and laws of life activities shown by various creatures give biology teachers the best materials to guide students to discover and discover problems. If these phenomena are fully explored and utilized, our classroom will become fertile ground for students to discover and discover problems on their own initiative. 5. Pay attention to the handling of some classroom details. For example, we should use the questions raised by students in class. For example, students ask, "Is the change of environmental temperature the same as that of temperature-changing animals?" At this time, you can guide students to discuss the temperature change and temperature adjustment of warm-blooded animals and warm-blooded animals when the environmental temperature changes, so as to get the answer. Dealing with details in class can stimulate students' interest in biology. As a biology teacher, we should first make students interested in biology, let them keep this interest, and let them learn and explore biology more actively. This is what we finally hope to see. (D) After-class communication with students, adequate preparation before class and wonderful teaching in class can not make all students fully developed, so after-class communication is very important. The object of communication can be students with learning difficulties or excellent students. For students with difficulties, understand their problems through communication, and then carry out targeted education and teaching; For excellent students, learn about their good study methods and habits through communication, thus helping other students. Only by communicating with students can we teach with different requirements and methods for different students. Only in this way can students with strong acceptance ability "eat enough" and students with relatively weak ability "eat well". The above three aspects are what every young teacher must do seriously. Only by doing these three aspects first can he become a qualified biology teacher, and to become an excellent biology teacher, I think there are many other aspects worthy of our exploration and efforts. I hope all young biology teachers will work together to become an excellent biology teacher at an early date and cultivate more talents.