Language is a tool for the exchange of human thoughts and the main medium in the teaching process. In a biology class, although the teaching methods can be varied, the application of language art plays an irreplaceable role in other methods. Suhomlinski, a famous educator in the Soviet Union, once pointed out clearly and profoundly: "Teachers' language literacy largely determines the efficiency of students' mental work in the classroom. We are convinced that a high degree of language cultivation is an important condition for rational use of time. " It embodies the decisive role of language in classroom teaching. Just as computers have "computer language", organisms also have their own "biological language". How to make it clear in the teaching process and be well understood and accepted by students requires a good combination of biological language with daily life language and even other disciplines, so as to clearly show certain biological knowledge.
First, the teaching language should be scientific and accurate.
Teachers' language norms have a great influence on the accuracy of students' absorption of knowledge. Teaching language should conform to language norms, meet the scientific requirements of teaching content, and be scientific and accurate.
1, accurately describe scientific facts
In biology teaching, to a great extent, it is to introduce scientific facts and summarize the basic laws of life activities. Therefore, the teaching language should truly and clearly describe the original appearance of things. For example:
Knowledge about form, such as description or metaphor of shape and size; The description of its position, up and down, left and right, and color should not be vague.
Structural knowledge, such as cell level, tissue level or organ level, should be clearly explained from the inside out or from the outside in.
Physiological knowledge, such as the starting point and end point of a process, the order of the process, the structural basis, the marching mechanism, the normal and abnormal state, etc., should be clearly defined.
In short, when describing scientific facts, the language should be comprehensive and accurate. Especially when explaining some nouns and terms and forming a concept, even the usage of individual words in a sentence, discontinuous pauses should be cautious. Try to be concise, get rid of the rough and get the essence, get rid of the false and keep the true, and form a complete scientific concept with accurate language.
2. Use scientific terms and avoid "common sayings" in life.
Teaching language should avoid some dialects and proverbs in life. For example, we should avoid saying "wheat" as "wheat" in teaching; "Bone" is called "bone"; "Wing" is said to be "wing" and so on. Even some "proverbs" related to the teaching content should be used with caution, not just to make students laugh.
3. Appropriately expand the depth, so that students have a correct understanding.
For example, when we talk about homologous chromosomes, if we only teach them according to the textbook definition that "two pairs of chromosomes have the same shape and size, one pair comes from the father and the other from the mother, which is called homologous chromosomes", students will have objections: since one pair comes from the father and the other from the mother, why is it still called "homologous"? Therefore, it is necessary to further explain the meaning of the word "homology" here. For example, when we talk about meiosis, when we say that the number of chromosomes is reduced by half as a result of meiosis, we should not only let students know that the number of chromosomes is reduced by half, but also further explain that this half is only one of the original homologous chromosome pairs. The content here is not complicated, but it is required to be as scientific and accurate as possible in students' understanding and acceptance.
Second, the teaching language should be enlightening.
Enlightening language helps to start students' thinking machine and develop their thinking ability. However, heuristic teaching cannot be limited to the language itself. To "get" the answers that teachers need from students should come from.
Organization of teaching content and design of teaching form. For example, when talking about organelles such as mitochondria, if we only think in the logical order of the three stages of shape, structure and function arranged in books, then the language will be vivid, interesting and inspiring, and often will not have good results. We might as well change the teaching design, first guide students to infer their possible functions from the distribution characteristics of mitochondria, and then explore how their structure and components adapt to their functions, so that the effect will be better. For example, the study on the function of fat, combined with the real scene of "fat people are afraid of heat and thin people are afraid of collision" in life, shows that fat can reduce the loss of body heat, keep body temperature constant, reduce the friction between internal organs and buffer external pressure. When studying the metabolism of three nutrients, according to the social hot spot of "losing weight", it has become a fashion to discuss that more and more obese people have become "losing weight" because of the general improvement of living conditions. Why is it so difficult to lose excess fat? The reason is that the transformation of sugar, fat and protein is conditional.
Therefore, heuristic language is not only a skill problem of the language itself, but also rooted in the depth of understanding the content of the textbook and the exploration of students' knowledge accumulation. Inspirational language should meet the logical requirements of thinking.
Third, the teaching language should be concise, natural and fluent.
In teaching, whatever you say should be concise and to the point, which can not only explain the problem thoroughly, but also be concise. Can not repeatedly fail to grasp the key points, easy to make students tired. Especially when forming a concept, it should be concise and thorough. Simplicity is to get rid of unnecessary words. Don't be afraid of being incomplete and irrelevant, because concepts reflect the essence, which is the essence. Thorough is to let students understand word by word, leaving no doubt, both clear and clear.
The language used to organize teaching should also be clear. Ask students to do what and how to do it naturally and smoothly, and don't talk endlessly, which will affect the teaching effect.
Fourth, the teaching language should have a sense of rhythm.
Teaching language is the main medium for students to acquire new knowledge, which is different from ordinary conversation. Can't be slow and sleepy, can't talk like a barrage. According to the teaching content, there are fast and slow, light and heavy. It is necessary for students to listen without being nervous or procrastinating. For those difficulties and key points, emphasize the tone appropriately and repeat them as necessary, leaving room for students to think. In short, through the sense of rhythm of language, we can turn boring and simple knowledge teaching into lively knowledge lectures, attract students' attention and arouse their enthusiasm.
Fifth, the teaching language should be vivid and humorous.
1, the use of metaphor, the image is appropriate
Metaphor and analogy can turn professional biological content into simple things. For example, when the amount of enzyme is doubled, the reaction speed is faster than before, and then it reaches saturation. Here, you can compare the enzyme to a tailor. If you add the last two, the speed will definitely increase, and two tailors will definitely do more than one an hour.
2. Use ballads, riddles, stories, allusions and two-part allegorical sayings to cut in at multiple levels.
Using some familiar songs and stories can arouse students' interest. For example, when talking about rabbits, singing the childhood folk song "Little Rabbit, Open the Door" can make students excited at once. When learning molluscs, you can tell the story that "the snipe and the clam compete, and the fisherman gains".
3. Humorous language and active classroom atmosphere
When teaching the concept of "reflection", ask students "What is reflection? Please answer. " As soon as the classmate stood up, he went on to say, "This is reflection!" "Laughter rang out from the classroom. Then he said, "This laughter is also a reflection! ".Then on this basis, we can talk about reflection, which is relaxed and pleasant, and easy to talk about concepts.
4. Integrate knowledge from other disciplines to enrich biology classroom language.
"Stones from other mountains can attack jade", and with the help of the links between disciplines, we can improve the interest in attending classes and make the classroom atmosphere warm. For example, if you talk about reptiles, you can contact the primary school language "Little Gecko Borrows Tail" to teach Gecko that its tail is easy to break and regenerate.
The vividness of teaching language comes from the knowledge structure of teaching, which is helpful to stimulate students' interest in learning and arouse their enthusiasm for learning. Not just telling a joke.
In a word, a good biology classroom teaching language should be vivid, vivid, concrete and vital. As Mr. Yu Yi, a famous special-grade teacher, said: "Although the teacher's teaching language belongs to daily spoken language, it is different from' vernacular'. It should be an additional spoken language, different from casual conversation." The teaching language should have lively spoken language as well as beautiful and rigorous written language. Teaching is to expose students to beautiful cultural atmosphere and rich language environment, and to be educated and infected. We should constantly hone our language skills. Only in daily work, extensive reading, broadening horizons, strengthening literary accomplishment and paying attention to training can we make the language expression ability freely used, send and receive in an orderly manner and get twice the result with half the effort.