First, fully prepare before class to ensure efficient classroom.
When designing the teaching process, teachers must aim at students' existing knowledge base, ability level and ideological level, and conform to the existing actual situation of the school. The teaching scheme designed in this way is practical and operable. "One minute on stage, ten years off stage", in order to achieve high efficiency in class, we must make full preparations before class. Preparing lessons is not simply writing lesson plans, but preparing teaching materials and students. We should not only learn to understand the teaching materials, but also carefully consider the important and difficult points in teaching. More importantly, it is necessary to understand the actual situation of students, design teaching activities reasonably, design high-quality targeted classroom exercises, and make necessary teaching AIDS according to the design of teaching process and the actual needs of teaching. We should carefully consider the details of classroom teaching and give full consideration to students' possible cognitive bias. It is necessary to design emergency plans for possible situations to ensure the smooth progress of classroom teaching.
Second, cut people from students' real life and interesting problems, and stimulate students' enthusiasm for inquiry learning.
A good beginning is half the battle. In an excellent class, we must pay attention to the design of reading guidance. The guiding design of inquiry teaching must arouse students' interest in learning content and conform to the characteristics of the subject and the nature of the teaching material itself.
For example, when learning the role of microorganisms in the biosphere, we can design a course like this: ① Show fermented foods such as yogurt, pickles and rice wine, so that students can taste and think about questions: What is the production process of these fermented foods and what microorganisms are needed? ② Show pictures of cases related to microorganisms such as "AIDS" and "dysentery", and ask why? (3) Before class, encourage qualified students to use their spare time to consult experts, professors or doctors in the hospital, let them introduce the contents of the survey as planned to the whole class, let students carry out activities with questions, and encourage students to acquire knowledge and discover new problems through curiosity and thinking. For another example, in the part of the harm of environmental pollution, the teacher first listed the pollution events in the 20th century by projection, such as sandstorms in Beijing and water blooms in the Yangtze River, and used these shocking facts to educate students and make them aware of the importance of the environment. Therefore, I am also willing to explore what my living environment is like so that I can try my best to change and protect the environment.
Through various channels, we try to link biology teaching with students' life and realize the leap from biology to life and from life to society. Students will apply what they have learned in biology class to their lives, and they will also participate in social activities with biological knowledge.
Third, optimize the time arrangement of "learning, speaking and practicing" to promote the effectiveness of classroom learning.
Time is efficiency. Seize the time and make good use of it to ensure the high efficiency of the classroom. It is necessary to change the concept, turn the classroom into a study room, and turn teaching time into class time; We should establish a sense of responsibility and abandon the concept that my classroom can be dominated at will.
A class generally consists of three parts: learning, explaining and practicing. Speak for no more than 20 minutes and practice for no less than 15 minutes. The practice here includes training in the teaching process. In class, we should talk, learn and practice carefully, and teachers should carefully arrange the contents of learning, talking and practicing to ensure the time of each link. Teachers need to work hard on the design and flexible application of classroom exercises in order to achieve proper practice, classroom test and consolidate classroom teaching effect. In biology classroom teaching, students' practice time should be flexibly mastered according to the different needs of teaching content, which can be arranged during the review and consolidation of the first class, interspersed with the process of imparting new knowledge, or after the completion of classroom teaching content. Timely feedback is a strategy that must be considered in efficient classroom. As an efficient classroom teaching, trying, exploring and autonomous learning have become the main theme of classroom teaching. As the guide and promoter of students' learning, teachers can completely transform students in the classroom. Feedback in the classroom can quickly detect the effect, and through the role of feedback, we can see our own shortcomings and mistakes in time, correct and stimulate self-motivation in time. Teachers can adjust the teaching rhythm accordingly and correct teaching in time. This is a necessary condition to ensure the quality and efficiency of biology classroom teaching.
Fourth, make full use of resources to highlight the subject characteristics of biology classroom teaching.
Adopting "diversified" teaching mode, using various teaching tools such as objects, wall charts, models, multimedia, network technology and teachers' teaching methods, students' practical operation ability, application ability and innovation ability are cultivated. In biology class, teachers can reasonably choose, combine and use such intuitive means as wall charts, models, projections and videos to show or reproduce different creatures and their life activities, which can not only vividly and intuitively impart biological knowledge to students, but also stimulate students' interest in learning biology, concentrate their attention, break time and space restrictions and increase classroom information capacity. All these are conducive to improving the efficiency of biology classroom teaching. For example, in class 809, I only used a wall chart to show the reproductive development process of frogs, and emphasized that there are obvious differences in morphology, structure and living habits between larval stage and adult stage. It is a development process of transformation, but students' enthusiasm for learning and attending classes is not high, and they do not have a good grasp of the teaching content. In Class 802, I improved my method. Using multimedia technology to make courseware, organically arrange the reproductive development process of frogs, and automatically and conspicuously show their development state and process in the form of animation, accompanied by vivid frog calls. Students' learning mood is high. When they saw the obvious difference between the repeated flashing larval stage (tadpole) and the adult stage (frog), they suddenly understood the concept of abnormal development. After watching the demonstration, the students are still interested in what they have learned.
Teachers should pay attention to and strive to overcome the difficulty that the teaching content and time do not match the natural season when arranging the teaching of observation and experiment content. We must collect, cultivate, feed and preserve observation and experimental materials in a planned way, otherwise we will miss the best teaching opportunity after the appropriate season. For example, seventh-grade students need to collect and make peach blossom specimens in spring when they study the structure of peach blossom in June 5438+065438+ 10.
Fifth, use concept map teaching to make knowledge networked.
In the process of learning biology, students often find it difficult to learn because they remember too much content. In teaching, teachers should use concept maps and other comprehensive induction methods to help students build a knowledge network, from points to lines, from lines to nets, forming a number of related knowledge points of online teaching. Help students fully understand knowledge points and improve their overall understanding of knowledge.
For example, when learning animals in the biosphere, build concept maps. Distribute the cards (as shown in the figure) to the study group, and ask the students to fill in appropriate concepts or sentences at 1, 2, 3, 4, 5 and 6 in the figure to make the concept map complete. Different students and different groups may have different completion speeds due to different levels of mastery and understanding of relevant knowledge, and the results should be basically the same, all of which can give the answers in the picture: 1, in-situ protection, 2, establishment of nature reserves, 3, ex-situ protection, 4, ecological balance (or ecosystem stability), 5, consumers, 6, animal and plant resources. Therefore, teachers should control the time well, and tour guidance among groups to urge students to read textbooks in time and give appropriate hints and inspirations when necessary. Then use slides to show the complete concept map (omitted) for students to refer to and complete the revision. The process of filling, completing and modifying this concept map is actually a process of reviewing and consolidating basic knowledge, building a knowledge network and sublimating rational knowledge. The construction of this concept map gives students a clear direction and specific tasks, and improves the motivation of learning. Let students use the concept map to form a knowledge network about the role of animals in the biosphere, animal resources and their protection measures.
Classroom teaching is a huge and complex dynamic system, and the teaching efficiency is influenced and restricted by many factors. Diversification of modern classroom knowledge. However, it is every teacher's strong desire to pursue high-quality and efficient teaching and cultivate high-quality talents. In teaching, according to the characteristics of students and the general laws of learning, we should formulate a set of educational methods suitable for ourselves and children. This method not only has the advantages of traditional education, but also needs to be efficient and practical in order to stimulate children's interest in learning.