Zhu said: "If you are not interested in teaching, you will not be happy to learn." As we all know, "Interest is the best teacher". To improve students' interest in biology teaching, we should change the "spoon-feeding" and "spoon-feeding" teaching methods with teachers as the main body, follow the teaching concept of "students as the main body and teachers as the leading factor", follow the objective laws of teaching activities, and conceive teaching activities so that students can make the greatest progress with less time and energy. First of all, use multimedia to improve students' interest in learning biology and realize the effectiveness of the classroom. Multimedia can turn static into dynamic, virtual into real, abstract into intuitive, reduce students' learning difficulty, thus improving students' interest and confidence in learning biology. For example, when introducing knowledge achievements, animal diversity, animal behavior, plant resources, environmental protection, etc., it can be done well with a video recorder. Using computer-aided teaching to break through the difficulties of observing cell microstructure, biological structure and physiological function will play a finishing role. In some demonstration experiments (such as observing the structure of flowers, heart, kidney, etc.). ), using a physical projector will make students observe more carefully. For some abstract concepts, biological phenomena and biological experiments that are difficult for students to understand, using multimedia teaching can not only stimulate students' interest in learning, but also reduce the time for teachers to talk, improve teaching efficiency, mobilize students' enthusiasm for learning, and let students experience the beauty of classroom, learning and knowledge in multimedia teaching. Second, use life knowledge to stimulate students' interest in learning biology and improve the effectiveness of classroom teaching.

Second, the creation of interactive classrooms to achieve effective teaching

A successful classroom is inseparable from harmonious communication and dialogue between teachers and students. Under the background of the new curriculum, it is an interactive process that reflects the dialogue and communication between teachers and students. In biology classroom teaching, creating "interactive" classroom is a good way to realize effective teaching. The ancients said, "Learn from your teacher and believe in it." In order to realize the interaction between teachers and students, teachers should change the dogmatism of "self-respect", from "I teach you to learn" to "you learn from me", bring a smile into the classroom, give students trust, dare to let go, let students learn independently, and let students ask questions boldly, speak freely and express their views in class. For example, when teaching "elbow extension and elbow flexion", I am not in a hurry to explain it in class. Instead, I will first show the wall chart and model, and at the same time demonstrate my upper limbs, so that students can analyze and discuss each other while observing, and then demonstrate intuitively, and compare the model, wall chart and my upper limbs, so that students can point out the positions and names of elbow joints, biceps brachii, triceps brachii, ulna, radius and other structures one by one, and then demonstrate some structures. In this open classroom, students' interest is high. In the interaction between teachers and students, students are encouraged to build their own knowledge structure and complete a leap in understanding. With such a high passion, it is so easy for students to analyze the completion of pull-ups and push-ups in physical education class.

Third, design innovative experiments to promote effective teaching.

Biology is an experimental science. In teaching, teachers should be good at cultivating students' ability to design experiments, and let students design experiments as boldly as possible when experimental conditions permit. Through such autonomous learning, we can not only cultivate their independent and scientific thinking methods, but also cultivate their abilities of observation, experiment, thinking and self-study, thus improving students' scientific literacy. For example, let the students design the experiment of "green leaves make starch under light". Let the students explore the color changes of the dark side and bright side of the green leaves after dropping iodine solution, and let the students discover the law for themselves: the photosynthesis of the green leaves can only be carried out under light. Another example is the experiment "Green Plants Breathe to Produce Carbon Dioxide" designed by students themselves. Students pass the gas in plastic bags containing fresh vegetables and scalded vegetables through clear limewater, resulting in different phenomena, thus drawing the law that only living cells can breathe and produce carbon dioxide. Only in this way can students really gain knowledge through their own operations. Optimize the teaching effect of biology teaching. Another example is how to distinguish between the catalysis of enzymes and the emulsification of bile when learning "food digestion". It is really difficult to try a small experiment to stimulate students' interest and thinking. The teacher can knead a small chalk head into powder and burn a small piece of paper at will, so as to arouse students' curiosity and analyze and discuss the phenomenon and composition changes of this experiment. Under the guidance of the teacher, it is easy to distinguish and master the catalysis of enzyme and the emulsification of bile. In this way, the purpose of entertaining is undoubtedly achieved, the students' innovative thinking ability is expanded, and the effective teaching of biology classroom is realized.

Fourth, pay attention to discovery teaching and improve effective teaching.

Teachers should not regard students as recipients of simple knowledge and information in experimental teaching, but should make experimental teaching a window of "discovery teaching". Then, in the case of immature experimental conditions, how to let students do it themselves, choose their own instruments, determine the experimental steps or design simple experimental devices? When I was teaching the first volume of the seventh grade biology of Beijing Normal University, I arranged homework before class and asked students to design experiments. The students designed the following operations: using cans instead of jars, using cups instead of test tubes, using straws instead of catheters, selecting seeds such as wheat, corn and kidney beans as experimental materials, and observing the process of seed germination to investigate the conditions of seed germination. Put the germinated seeds and cooked seeds into the bottles respectively. After 24 hours, observe the burning of candles in the two bottles, then put the germinated seeds as shown in the book. After two or three hours, inject clear water into the bottles to observe whether the clarified limewater has changed. Insert two thermos bottles (seeds in bottle A and cooked seeds in bottle B) into the thermometer respectively. After two or three hours, observe whether the temperature in these two thermos bottles changes, and observe and record the experimental phenomena. After thinking, analysis and comparison, it is concluded that seeds absorb oxygen, release carbon dioxide and release heat when breathing. This allows students to learn independently. In class, students can easily express their own observations and records, and other students complement and confirm each other, so as to draw correct conclusions and understand the respiratory function of seeds. To realize the effective teaching of biology in junior high school, students must be really motivated and study happily. Therefore, as our teachers, we should brainstorm, learn from each other's strong points, and persistently explore ways to improve effective classroom teaching, so as to create a high-quality junior high school biology classroom.