"There are no students who can't teach, only teachers who can't teach." This sentence is known to all our teachers. Although it is a bit absolute, it shows a truth to some extent: every student has potential and great potential. Learning potential is a kind of learning ability that is closely related to learning activities and has not been actually tapped. Every student has different degrees of learning potential to be developed. Only when the learning potential is developed can it become a realistic learning ability, thus improving the effectiveness of classroom teaching.

Teachers are the most important developers of students' learning potential, and how to make students change from passive learning to active learning is the key to develop this potential. Learning ability depends on emotional attitude, learning interest, learning habits, teaching methods and so on. In recent years, the author has explored and practiced the development of students' learning potential through middle school biology classroom teaching activities and adopted various teaching strategies, which greatly improved the effectiveness of biology classroom teaching.

1. Use emotional education strategies to develop students' non-intelligence factors.

The research results of brain science show that emotions and emotions play an important role in human learning. Emotion is an important source of information in learning. Paying attention to the role of emotion and emphasizing the development of students' emotional potential (including interest, motivation, emotion, will and personality) is of great significance to the development of students' learning potential. Then, how to use emotional education strategies to develop students' learning potential and improve the effectiveness of classroom teaching? There are many ways, which vary from person to person. In practice, I feel that the following two points are the most prominent.

1. 1 If you really love students, you will be your own. "Love students" is one of the professional ethics standards of primary and secondary school teachers, but it is not easy to love students, and it is even more difficult for students to realize the love of teachers. An educational institution has also conducted a questionnaire survey on 120 teachers and 120 students: more than 90% of teachers said "love students", but only 10% of students said "can feel" their teachers' love. For students with undeveloped potential, what they lack most is the love from teachers, and what they need most is the love from teachers. There is an old saying in China that "a teenager is my teenager, and a teenager is a human being". In fact, in school education, teachers play the role of "replacing parents". If the teacher can treat every student as his own child, be patient, meticulous, diligent, persuasive, and exchange his sincerity for the sincerity of the students, the students will certainly feel your love. In practice, I deeply realized the power of this emotion to promote learning.

1.2 Sincere smile stimulates potential. In education and teaching, I advocate "smiling teaching", which is the best state of all teaching. Behind the smile is the teacher's cheerful personality and tolerant character. Sincere smile is the crystallization of teachers' virtue, knowledge and ability. Although I can't reach a high artistic level, I always like to laugh because of my personality. My colleagues always say that my classes are full of passion and appeal. In teaching, I often smile, smile to encourage students with difficulties to answer questions, smile and nod to affirm students' progress, smile to pick up students' pens that have fallen to the ground, smile to turn down students' collars, and even smile and say nothing to express my dissatisfaction with individual students' slackness in class. Occasionally, I get anxious and angry in class. At this time, the learning atmosphere is quiet and dull, and classroom teaching has lost students' participation. This is invalid. Through the comparison of teaching in the same class, it is found that smiling classroom teaching makes students think more actively, speak more actively and learn better. A heartfelt smile can enhance affinity, make children's learning process relaxed and happy, enhance the emotion between teachers and students, greatly increase students' interest in learning and gain better learning potential.

2. Implement hierarchical teaching strategies, teach students in accordance with their aptitude and develop in an all-round way.

There are great differences objectively within the student groups, which are not only reflected in their intellectual interests, but also in the development level of their learning level. Admitting and facing up to differences is the premise of developing students' potential. In teaching, I always adhere to the educational concept of "paying attention to differences, developing potential and developing in multiple ways", and strive to adapt teaching to the growth needs of students. Implementing hierarchical organization of classroom teaching is the practice of this concept. Teaching stratification includes goal stratification, content stratification, teaching method stratification, training stratification, evaluation stratification and so on. I want to talk about my practice and exploration from two aspects.

2. 1 Stratification of teaching objectives. The goal of hierarchical teaching should focus on students' "nearest development area". In classroom teaching, the same teaching materials, basically the same progress and different target requirements should be implemented for different students. Let each student jump up and catch the apple on the tree, so as not to stifle students' interest and enthusiasm in learning. The stratification of teaching objectives is conducive to students with different foundations to gain a sense of learning success and get the development they deserve, so as to ensure that students with good learning foundation "eat well", students with medium foundation "eat well" and students with learning difficulties "eat well".

2.2 Training stratification. Based on students' learning status, it implements dynamic stratification and two-way selection, that is, the combination of teacher selection and student selection. Training topics can be divided into compulsory questions and multiple-choice questions. The required questions require students to be done by everyone. At this time, their enthusiasm was mobilized, their learning potential was better developed, and their learning efficiency was greatly improved.

3. Implement effective questioning teaching strategies to stimulate students' positive thinking activities.

As long as we are based on the classroom, we will find that many teaching behaviors deviate from the teaching rules, which invisibly reduces the efficiency of classroom teaching and affects the development of students' learning potential. Among them, questioning is an important part of classroom teaching. Effective questioning has the function of encouragement and reflection, which is conducive to teachers to mobilize students' learning enthusiasm and cultivate students' independent thinking and language expression ability, which is directly related to the improvement of classroom teaching effect. However, only effective questioning can stimulate students' positive thinking activities, make students consciously acquire knowledge and cultivate their ability of analysis, reasoning and generalization.

3. 1 provides a "problematic" environment. In the process of preparing lessons, teachers should design some knowledge or questions not to talk about, and leave time for students to think and discuss independently in class. It should be said that without the help and guidance of teachers, it is difficult for students to really master the knowledge of high school, but it can't make them feel powerless in learning. On the contrary, it is impossible for them to really learn knowledge without their active participation in thinking.

3.2 Pay attention to the design and application of problems in classroom teaching. First, start a new lesson with interesting questions. Before the new class begins, we can ask some interesting questions to attract students' attention, thus generating strong exploration motivation and interest in learning new knowledge. For example, when talking about "sex determination and sex-linked inheritance", we can design such a question: "Why are there more color-blind men than women?" Because questions are closely related to real life, students are eager to get answers by learning new knowledge. Secondly, step-by-step questioning is adopted to improve students' participation rate and deepen their understanding of the problem. Students in any class have more or less differences in their original cognitive level, thinking level and acceptance ability. I often design questions suitable for students at different levels according to their differences, so as to truly achieve hierarchical teaching and let every student get the joy of success. Third, cultivate students' creative thinking by using diffusive problems. To solve this kind of problems, students need to break the mindset, use divergent thinking and think from different angles, so as to find a variety of solutions to the problems, and at the same time, using comparative methods is more conducive to quickly grasping the direction of solving problems. And let students know that they can ask questions, study and explore the same thing from different angles and at different levels.

4. Implement dialogue and interactive teaching strategies to cultivate students' ability of independent cooperation.

Modern teaching theory holds that the teaching process is a process of active interaction, dialogue, common construction and common development between teachers and students. Guided by modern teaching theory, I highlight the educational thought of "people-oriented", respect students' dominant position, strive to create a pleasant and harmonious learning atmosphere, stimulate students' potential, enable students to learn in cooperation, explore in activities, promote students' individual potential development and give full play to their individuality.

For example, when I was studying the regulation of blood sugar balance, I showed "islet A cells and B cells and their hormones through CAI, and then introduced the role of insulin." Then ask: "Can you guess what the function of glucagon is? Can you figure out how glucagon raises blood sugar? " Then introduce activities: How do insulin and glucagon regulate blood sugar balance? First of all, please read the activity introduction of the textbook "Establishing a Blood Glucose Regulation Model", and then work in groups of four to carry out simulation activities with questions and explore together. Then organize the group to exchange the process and results of establishing the model and show the schematic diagram of the blood sugar regulation mechanism established by the group. This teaching design improves students' participation in learning, promotes communication among students, and solves the problems of understanding and memorizing knowledge and forming basic skills through students' "independent inquiry" and "cooperative communication" in groups. Moreover, through expressing, asking questions, exploring and discussing, students' cooperation ability and communication ability have also been exercised and improved. The views, opinions and preliminary conclusions formed by students in the process of cooperative inquiry learning often have great room for improvement, thus improving the pertinence of teacher-student interaction.

It should be noted that the perfection of these spaces can not be achieved by the teacher's explanation, but only through the exchange of results and interactive debate between students can self-improvement be achieved.

5. Clever use of appreciation-incentive evaluation strategy to arouse students' enthusiasm.

In class, when students fail to answer questions or make mistakes according to the teacher's requirements, there are roughly two evaluation orientations. The first is the negative critical evaluation orientation. For example, in some classes, the teacher completely denies the students' answers with sarcastic, sarcastic and scolding evaluation statements. The other is the positive incentive evaluation orientation, that is, pointing out the mistakes and their causes with positive analytical words, and affirming the correct parts and encouraging them. This kind of answer not only clearly lets students know that the answer is wrong, but also protects students' self-esteem and curiosity and creates a relaxed and happy classroom atmosphere. Appreciative and enlightening evaluation language is a spring breeze to soothe students' immature hearts. Properly used, it can effectively stimulate students' self-motivation and creativity, thus greatly stimulating their learning potential.

5. 1 Introduce appreciation incentive evaluation into classroom teaching. That is, learn to appreciate every student, make appropriate incentive evaluation on every student's positive performance in time, appreciate the uniqueness of every student, appreciate every student's efforts and enthusiasm, and appreciate every student's questioning and surpassing of textbooks. When students' answers are not satisfactory, we should not take a simple negative way, but pay attention to the innovative and unique parts of students' answers, give positive comments, put forward sincere and euphemistic suggestions for improvement, help students accept themselves, build up their self-confidence, and make evaluation an interactive activity in which teachers and students actively participate.

5.2 Formally, teachers' evaluation and students' evaluation (self-evaluation and others' evaluation) are combined to make students think and gain something through evaluation and evaluation. Teachers and students are both evaluators and evaluators. The attitude of evaluation is pertinent and the effect of evaluation is positive and effective. Through this multi-interaction evaluation method between teachers, students and students, it is beneficial for students to construct knowledge independently and to further develop and improve their ability.

5.3 Teachers should master the "acceptance" and "release" in evaluation. Ask students to introduce a knowledge point, there are always wonderful and insufficient places. It is called "letting go" to praise the wonderful things of students and give them full affirmation, so that students can experience the joy of success and enhance their self-confidence; The evaluation of students' shortcomings should be just right, which should be positive, supplemented or corrected, so that students can consciously construct and improve their knowledge twice in a harmonious atmosphere. This is called "acceptance".

In short, in these years' classroom practice, the comprehensive application of various teaching strategies not only develops students' learning potential, but also improves classroom teaching efficiency. Students' scientific literacy and humanistic literacy have been greatly improved, and the quality of teaching has also made a qualitative leap. Teaching is an art, educating people is a career, and the correct use of teaching strategies will raise a successful sail for our journey of teaching and educating people.