First, if biology wants to control the classroom atmosphere of biology, it must first prepare lessons carefully. If teachers don't prepare lessons carefully, classroom teaching will be casual, students will be confused and indifferent, and the classroom atmosphere will definitely be poor. As the saying goes, "sharpen your knife and don't miss the woodcutter" tells us that we must be prepared to do things better. Therefore, careful preparation of lessons by biology teachers is the premise to control the classroom atmosphere. Teachers should prepare lessons according to textbooks and develop their cognitive aspects appropriately. Teaching materials are the basic basis of teaching. Teachers should carefully read and deeply understand the curriculum standards, delve into the contents of teaching materials and reorganize them reasonably. On this basis, the school year plan, semester plan and unit plan that meet the curriculum standards and students' reality are formulated, and internship and experimental activities are arranged in different periods. Through learning, students can acquire the basic facts of biology and the knowledge of basic concepts, principles and laws, and understand and pay attention to the application of these knowledge in production and life. Through their own hands-on operation, students initially have the ability to operate biological experiments. At the same time, teachers should guide students to expand in three aspects. The first is to expand into frontier fields, such as life engineering, space breeding, genetic engineering and cloning technology. In order to arouse students' thinking and stimulate their interest in learning. The second is to expand into the social field, such as asking students to investigate water resources, garbage disposal, agricultural production status, energy problems, food problems and so on. The purpose is to cultivate students' sense of social responsibility and develop good living habits. The third is to expand into the application field, such as guiding students to visit fruit farmers and vegetable farmers and thinking about solving their problems, with the aim of cultivating students' ability to solve practical problems. Second, adjust and control the classroom atmosphere of biology to create a relaxed and happy classroom atmosphere of biology. It is a common phenomenon for junior middle school students to learn biology. When they first come into contact with biology, they are always full of enthusiasm because of novelty. Later, with the increase of knowledge and difficulty, their interest dropped sharply and they even got tired of giving up. How to make students have a lasting interest in biology? I think it is a good medicine to create a relaxed and happy biology classroom atmosphere. Because of the characteristics of age, many junior high school students often do things or study from the emotional point of view. Teachers should make full use of this characteristic of students to adjust the classroom atmosphere. 1. Use appropriate teaching methods. Because biology is characterized by many concepts, abstract knowledge and close connection with nature and social life, if biology teachers adopt a single teaching method for a long time, students will be bored and will not create a good classroom atmosphere. Therefore, as a biology teacher, we should fully explore favorable teaching methods. Teaching methods are extremely diverse, mainly including lectures, talks, discussions, heuristic teaching, induction and summary, experimental teaching, multimedia application and so on. There is no fixed model for teaching methods, and there can be no universally applicable teaching methods. Any teaching method has advantages and disadvantages. But there are also some teaching principles, that is, to flexibly use various teaching methods according to students' age, knowledge and teaching content. Cognitive psychology shows that students have different cognitive and understanding speeds for the provided cognitive materials because of their different forms. Only when students are interested in the presented materials and presentation methods can they attract their attention most effectively. Cognitive materials are presented in basic ways, such as language, objects, wall charts, etc. No matter which way you present it, you should get used to the principles of vividness, intuition, novelty and interest. Biology, in particular, is not as vivid, vivid and intuitive as wall charts, specimens, models, objects, blackboard writing, experiments and multimedia applications. Because of intuitive teaching, biology should not only flexibly use various teaching methods, but also create more conditions for intuitive teaching, especially experimental teaching. However, experimental equipment and materials in rural middle schools are very scarce, so biology teachers should pay attention to collecting, preserving and cultivating experimental materials in time. For example, collect wild algae, moss, ferns, gymnosperms, angiosperms, mice, earthworms, insects and other animals and plants to make specimens, or plant, cultivate and raise them for experiments. According to the needs of teaching, some simple experimental equipment is made from some simple materials to ensure the normal operation of the experiment. 3. Create a good classroom scene to stimulate students' interest and curiosity. Students' strong interest and curiosity in biological knowledge is the beginning of acquiring knowledge, and it is also an important factor for learning success. Students' interest, curiosity and thirst for knowledge in learning biology constitute the most realistic and active components of learning motivation. Only by arousing students' interest and curiosity in learning biology can they concentrate on learning, actively perceive, remember, think and imagine, make them feel that learning is not a chore, and show joy and curiosity in learning, and the classroom atmosphere will be good. Therefore, biology teachers must create different scenarios according to different teaching materials to stimulate students' interest and curiosity. For example, in the pteridophyte part, collecting specimens of pteridophyte, Adiantum and other ferns, so that students can observe the morphological structure and living habits of pteridophyte, is to use physical objects to arouse students' interest and curiosity. Go to amphibians, lead students to catch frogs and tadpoles in rice fields and streams, observe male and female couples, collect frog eggs and incubate them. This is to arouse students' interest and curiosity by participating in practice. When green flowering plants blossom and bear fruit, multimedia can be used to make courseware to let students watch the process of flowering and bearing fruit, which is to stimulate students' interest and curiosity intuitively by using images. Exploring the influence of light on mice and girls, and letting students explore by themselves, is to arouse students' interest and curiosity with their own hands. 4. Teacher-student interaction can enliven the classroom atmosphere. The classroom atmosphere is good or bad, and the most important point is whether teachers and students interact. To do this well, teachers' guidance should be in place. First, teachers should ask questions from the simple to the deep, second, encourage students to actively participate in the discussion, and third, praise them in time. For example, when I attend the open class of Food and Safety and talk about a reasonable diet, I first ask my classmates what is reasonable and what is unreasonable. Students have a certain knowledge base and life experience on this issue. I guide the students to discuss. After the discussion, only a few students expressed their opinions, and I encouraged and praised them in time. Subsequently, many students expressed their opinions enthusiastically, and the classroom atmosphere immediately became active. I wrote the students' different opinions on the blackboard one by one, and then the teacher and the students summed them up together. 5. Biology teachers should have the ability to control the classroom. Classroom emergencies occur frequently, so biology teachers should prescribe the right medicine. For example, students violate classroom discipline unintentionally or intentionally. If the teacher's expression is critical, it will not only destroy the classroom atmosphere, but also easily lead to students' rebellious psychology. At this time, a sense of humor can make students feel the kindness and goodwill of teachers, and make students realize their mistakes while smiling. This will not hurt students' self-esteem, but also achieve the purpose of critical education, which is conducive to the adjustment of classroom atmosphere. For example, a few years ago, there was a student who didn't perform well at ordinary times. That night, I was tutoring in the self-study class after work, and other students were doing their homework. He was very noisy, so I loudly said to him, "Please go out!" "Teacher, you can't deprive me of my right to study." He calmly let the law answer me. Angry, funny and impolite, I responded to the law and said to him, "Now it's outside of eight hours' work, and there is no problem of depriving you of your right to study." He couldn't refute it after listening, so he went out obediently. I thought it was over, but the next day I went to his biology class, and all the other students were sitting waiting for class, but he deliberately knocked on the table to see how your teacher handled it. "Listen, passionate knocking at the door, and the sound is inspiring; It seems that today, the teacher will be sorry for your warm welcome if he doesn't show his passion to do this course well. "My humorous remarks made the students and other students who deliberately knocked on the table extremely happy. As the class continued, the students were in high spirits and active atmosphere. Obviously, the teacher's humor made him willing to accept criticism. From then on, the student was no longer naughty in class, and his academic performance improved rapidly. In short, in the process of biology teaching, teachers should do their job well, adopt appropriate teaching methods, create a good classroom situation, stimulate students' interest, curiosity, thinking, imagination and exploration ability, and create an interactive, equal, harmonious and relaxed biology classroom atmosphere, thus improving the quality of biology teaching.