First, create a democratic and free teaching atmosphere.
Only in a free and democratic atmosphere can students' innovative thinking be released and dare to question books, authority and traditional experience. Therefore, teachers should strive to create a free, relaxed, democratic and harmonious innovative thinking environment in teaching, encourage students to innovate and deny authority. The teacher can use ":I am most concerned about whether there is a different point of view from me!" " ""We will applaud anyone who can surpass everyone's point of view. "Through this statement full of expectations, students are encouraged to express themselves bravely, surpass themselves and stimulate the spark of innovative thinking.
Second, strengthen teachers' innovative quality and constantly enhance students' innovative consciousness.
Innovative society needs creative methods and means to cultivate innovative talents. Of course, this requires teachers who shoulder the heavy responsibility of preaching, teaching and dispelling doubts. They must have advanced consciousness of the times and innovative quality and ability. In classroom teaching, we can use advanced methods, unconventional means, unconventional machinery, lead students with our vivid and flexible thinking, infect students with unrestrained personality, constantly study the laws of innovative teaching in teaching, pay attention to the principles of democracy and enlightenment, guide students to participate in more practice, create more opportunities for students to innovate and cultivate their innovative consciousness. Facts have proved that every student has rich innovation potential, and the key is whether he can have the soil to nourish innovation quality. As long as teachers take the shaping of students' innovative quality as the top priority in their daily work, they will be able to cultivate a large number of innovative talents imperceptibly in teaching.
Third, strengthen students' subjective consciousness and give them opportunities to practice.
1. Stimulate students' innovative thinking ability by setting questions. The remarkable feature of quality education is that students' passive acceptance in class has become students' active learning. In the teaching process, teachers should skillfully presuppose, create situations, stimulate students' interest and highlight the main body. Only in this way can students really enter the world of exploration and discovery, thus guiding them to innovate constantly. If I show students in teaching: use a frog to do the following experiments: scratch reflex, make blood smear, observe the rhythm of the heart, identify the composition of bones and so on. , how do you arrange it? Through a frog, so many experiments are connected in series, which aroused students' great interest in inquiry. 2. By creating situations, give students the opportunity to practice in person. In classroom teaching, we should make full use of students' desire to express themselves and create conditions for them to experience it personally.
The classified query of periodical articles is in the periodical database.
For knee jumping, I asked two students at the same table, one to play the role of "experimenter" and the other to play the role of "experimenter". This not only enlivens the classroom atmosphere, but also makes students feel this law personally. In addition, teachers can also organize students to carry out extracurricular scientific and technological activities such as plant cultivation, raising small animals, collecting and making animal and plant specimens, so that students can constantly explore in practice and improve their innovation ability.
Fourthly, we should consciously infiltrate the idea of innovative education in preparing lessons.
In order to cultivate students' innovative ability in biology class, teachers should always infiltrate the cultivation of students' innovative consciousness into teaching design when preparing lessons, and set multi-level teaching goals suitable for students at different levels, that is, the set innovative education goals can make every student innovate. Teachers should carefully design teaching breakthrough points that are conducive to cultivating students' innovative ability on the basis of excavating new curriculum textbooks. These breakthrough points can be teaching difficulties and key points, demonstration experiments, biologists' innovative experiences and experiences, or students' own innovative achievements, thus stimulating students' curiosity and desire for innovation. Teachers should be good at guiding and transferring students' innovative consciousness, so that it can develop into the pursuit and exploration of scientific truth.
The cultivation of innovative learning methods of verbs (abbreviation of verb)
1. Autonomous learning method. Autonomous learning refers to innovative learning in which students give full play to their subjective initiative, and the learning process shows the interdependence of autonomy, initiative and innovation. Autonomous learning emphasizes that students can finish their learning tasks independently through repeated practice. Let the students follow the following steps. First, self-study raises questions. Students should ask questions if they find problems that they can't solve through self-study. Second, cooperation is questioned. You can carry out group cooperation and exchange, or you can cooperate with the whole class. In the process of group communication, you can ask difficult questions of individuals or groups for the whole class to discuss and solve, or induce doubts. Third, consolidate and expand. Consolidation is trying to remember what you have learned. Trying is not only a form of practice, but more importantly, it is applied in practice, so that students can understand that the method of solving problems is developed from ordinary human practice, and guide students to consciously apply knowledge and methods to life practice and try to solve them with existing methods.
2. Problem learning method. I believe that the creation of problem situations should be based on students' real life, close to students' knowledge background, intuitive and interesting. In the open problem situation, students' thinking is broadened and the sparks of thinking flash. They mobilize the original knowledge structure to explore the problems existing in this situation, and actively think and find problems from multiple angles, so as to achieve good teaching results. For example, when talking about "ATP is a high-energy compound", the following questions are raised: What are the organelles that mainly produce energy in cells? What physiological processes in cells are constantly consuming energy? There is an obvious spatial separation between cell productivity and energy consumption. How do cells solve this contradiction? Starting from these questions, students naturally want to explore the knowledge about ATP.
Biological science is closely related to natural science, and its research object is concrete and objective. The history of biological development itself is a history of creation. The syllabus and new curriculum standard of biology in senior high school have clearly listed the development of students' creativity and creativity as one of the teaching objectives. Therefore, it is teachers' unshirkable responsibility to cultivate students' innovative quality and develop their innovative thinking in senior high school biology teaching. In biology teaching, according to the law of students' physical and mental development, it is an important task for biology teachers to give full play to students' inherent potential and cultivate talents with innovative quality.