First, the determination of teaching objectives Teaching objectives are the expected learning effects that the main body of teaching activities should achieve in specific teaching activities. Teaching goal is the core and soul of classroom teaching, the programmatic point of teaching content, the guiding hint of teaching activities and the evaluation standard of teaching results. It is a guide to the whole classroom teaching behavior. 1. According to the curriculum standard "Biology Curriculum Standard" (P4), the curriculum objectives are divided into knowledge, ability, emotional attitude and values. At present, many curriculum standards divide teaching objectives into knowledge and skills, processes and methods, emotional attitudes and values. Since the curriculum reform, three-dimensional goals usually refer to knowledge and skills, processes and methods, emotional attitudes and values. Many schools also require teachers to write teaching objectives from three aspects: knowledge and skills, process and method, emotional attitude and values. The evaluation standard of junior high school students' academic quality in Dalian is also the teaching goal determined according to these three dimensions, but there is no clear process and method goal in the biology curriculum standard. Some biologists think that the ability goal of biology curriculum standard is the process and method goal. When compiling the book "Classroom Teaching Cases", Mr. Zhu Zhengwei said at that time that it should be written from the aspects of knowledge, ability, emotional attitude and values, but it is not necessary to list them clearly, lest some chapters have no ability or emotional goals, and they will not look good if they are empty. I think we should write according to teacher Zhu Zhengwei's opinion for the time being today. 2. The requirements for determining teaching objectives should be comprehensive. It should be reflected in getting rid of the "knowledge-centered theory" and positioning itself in the all-round development of students' quality. In other words, we should not only pay attention to students' moderate mastery of biological knowledge, but also pay attention to cultivating students' ability to apply what they have learned, innovative thinking and practical ability, and pay attention to the formation of students' emotional attitudes and values. Of course, there are many goals, and it is not necessary to have everything. Specific to a class, you can add or delete it appropriately and focus on it. Be clear. It means not to expand too freely. In a class, as long as you know roughly what knowledge you need to know and use, what abilities you should focus on cultivating and improving, to what extent you should reach, and so on. You should try to be detailed and clear. Similarly, the goal of cultivating students' thinking quality and moral emotion should be clear. First of all, it should be able to show students' learning results that teachers can observe. Secondly, it should be able to reflect four elements. Undoubtedly, only a highly clear teaching goal is feasible and evaluable. The difficulty is moderate. The goal cannot be too high or too low. Easy to find. When compiling specific goals, teachers must be clearly aware that they will be used to compile test questions. If we can't measure the expected behavior according to these goals, it means that the goals are too general, vague and unqualified. So as far as possible, it can be described by observable explicit behavior, or stated by measurable (written, oral, behavioral and psychological tests) sentences. There must be a certain level, that is, according to the differences of students' cognitive structure, learning level, motivation and will, different levels of teaching objectives must be formulated. 3. Expression of teaching objectives (the expression of teaching objectives mainly includes the following four elements) Teaching objectives stipulate what kind of learning behavior students can show after teaching activities, and limit the level, scope, methods and measurement of the change effect of students' acquisition of knowledge and skills and the development of emotional attitudes in the learning process, which plays a role in pointing, evaluating and inspiring in teaching activities. The expression of teaching objectives mainly includes the following four elements: behavior subject: teaching objectives describe students' learning behavior rather than teachers' behavior, and are generally not used to describe teachers' teaching procedures or activity arrangements. Such as "make students …", "let students …", "improve students …" and "cultivate students …". "Being able to understand …", "being able to describe …" and "being able to design …" indicate that students are the main actors in achieving the goal. Behavioral verbs: Teaching objectives should be described by observable, operable and detectable behavioral verbs. However, some vague and unobservable verbs, such as "know", "master", "know" and "know", are often difficult to measure and test. "Cognition", "exploration", "description", "cultivation" and "writing" are behavioral verbs with clear meanings and easy to observe and test. Refer to the last page of the curriculum standard (concrete, clear, operable and monitorable). Behavioral conditions: clearly defined. Sometimes it is necessary to indicate under what circumstances or within what scope students complete the prescribed learning activities. Such as "exploring with given materials" and "designing, completing small experiments and experiencing": refers to the students' performance level to the goal, which is used to measure the degree of students' learning achievements. For example, "accuracy ……" is the degree of requirement for "understanding the structure of plant seeds"; "Detailed ..." is the required level of "writing observation records", and it is a limit to the target level, which is convenient for detection. Four elements of goal expression: Who? What (learners) do? (Observable learning behavior) Under what conditions? To what extent (supporting learning environment)? (code of conduct) 2. The determination of teaching focus is aimed at teaching materials, which are the basic knowledge and thinking methods that constitute each teaching stage. We can determine the teaching focus according to the textbook itself and the author's writing intention. In a class, the focus of teaching refers to the most important, essential and leading key knowledge and the methods of learning smoothly. The process of classroom teaching is to achieve the goal, and the determination of teaching focus and difficulty is to further clarify the teaching goal, so as to highlight the focus and break through the difficulties in the teaching process and better serve the realization of the teaching goal. Therefore, to determine the key and difficult points of teaching, we must first thoroughly understand the new curriculum standards. Only by clarifying the complete knowledge system framework and teaching objectives of this course and integrating curriculum standards, teaching materials and teachers' reference books can we scientifically determine the key points and difficulties of static teaching. Determined by the teaching objectives. According to the specific content of curriculum standards, the standards are graded. It is determined by the position of specific content in the whole class (unit) content. Whether it can become the focus of teaching is determined by the times, reality and educational significance of knowledge content. Third, the determination of teaching difficulties The teaching difficulties are aimed at the students, which are abstract and hidden in the teaching materials, and need to be recognized in new ways, so students have difficulty in understanding them. We can determine the teaching difficulties according to the previous teaching experience and the experience of learning English, but more difficulties depend on us to find out according to the actual situation in the classroom. In fact, the situation is different for different students. What is in the teaching reference can only be used as a reference, and many times we will be inspired by the problems existing in the students during the class. Temporary things often have a good effect, so it is best to add them to the teaching plan after class. The difficulty of accumulating experience and drawing lessons for our future teaching is determined according to the convenience of students' understanding of knowledge and the difficulty of learning activities, so the difficulty should be determined from the depth of knowledge, students' acceptance and students' activities. Generally, there are the following situations: difficulties caused by students' lack of perceptual knowledge due to abstract knowledge; Because of profound knowledge, students lack ladder knowledge; Because knowledge is too strange, students lack knowledge reserves; Due to the lack of experience, methods, resources, narrow thinking and weak will in the inquiry activities. Fourth, the choice of curriculum resources 1, the means obey the goal, and the form obeys the content. No matter what curriculum resources are, they are only the elements of curriculum formation and the conditions of curriculum implementation, and they are instrumental, means and external formal things. When choosing curriculum resources, we should mainly consider what kind of resources are most conducive to achieving curriculum goals, unit goals and theme goals, rather than pursuing novelty in resource forms first. 2. Starting from the textbook, get out of the textbook. Although in the process of implementing the new curriculum, teachers can't be confined to textbooks and can't "teach" textbooks; Although moral and social curriculum requires teachers to make extensive use of curriculum resources and creatively use teaching materials to design their own teaching activities, the primary teaching resources are curriculum standards, teaching materials and teachers' guidance books. The theme activity diagram, semester goal, content focus, structure, ideas, activity suggestions, guidance and evaluation points, activity cases and other written materials provided by the textbook, and the possible problems and countermeasures put forward by the teacher's guide book are all resources that should be used first. This is also the basis and starting point of "creative use of teaching materials". 3. Proceed from the actual situation of classes, schools and communities. From the perspective of the whole country, there is a big gap in material conditions, educational, cultural and social development level and natural conditions. Between the east and the west, between urban and rural areas, between developed and poor areas, even in different places, the curriculum resources cannot be the same. How to pay attention to the differences between regions, urban and rural areas, living environment and cultural background? 4. Pay attention to the utilization of intangible resources and human resources. Many teachers first think of tangible resources and material conditions, but ignore intangible resources and human resources, so they will feel "resource shortage", it is difficult to carry out activities, and even "teach textbooks". In the process of implementing the moral and life course, teachers should make better use of intangible resources, especially "pay attention to using children's own interests, experiences and discoveries and experiences in activities as activity resources". This is the basis and premise of enhancing the effectiveness and pertinence of activities and improving the quality of teaching. With the help of activities carried out by other disciplines, other classes or schools, community activities or holiday activities, teaching objectives and tasks can also be achieved without repeating activities. Make good use of the "relationship" with factories, rural areas, communities, troops, exhibition halls and other units. This intangible resource can save a lot of things when carrying out activities. 5. Children participate in choosing curriculum resources. Just as children should be involved in the design of teaching activities in order to ensure their subjectivity and enhance the pertinence and effectiveness of teaching activities, children should also participate in the selection of activity resources. On the one hand, because children know many things, toys and games, teachers may not know that children's participation in selecting resources can enrich the resources of activities; On the other hand, children's participation in the selection will be more suitable for children's characteristics and needs, and will enhance children's interest in participating in activities, thus improving the teaching effect. Teachers should actively develop and use all kinds of curriculum resources and change the traditional practice of relying only on textbooks to carry out biology teaching.