The first chapter is introduction.
1. The significance of the topic
Based on the characteristics of junior high school biology, this study puts forward targeted rational strategies, advocating teachers to respect each student in actual teaching, respecting each student's different intelligence level, personality, interest and way of thinking, and changing the phenomenon of emphasizing subjects over students in teaching. In the teaching process, students are encouraged to explore cooperatively and cultivate the spirit of cooperative inquiry. Guiding students to think about specific problems in real life and acquiring scientific and technological knowledge by participating in and solving specific problems in the real world have scientific spirit and scientific values. These strategies embody and practice the concept of "facing all students, improving students' scientific literacy and advocating inquiry learning" advocated by biology curriculum standards. In addition, the effective teaching of junior high school biology classroom advocates that junior high school biology classroom should be close to students' lives, so that students can study easily and reduce their learning burden. This study is devoted to providing reference for educators to carry out biology teaching practice, promoting teachers to consciously pursue the effectiveness of biology teaching, promoting students to learn biology effectively, solving the problem of low learning efficiency of students at present, and effectively reducing the burden on students.
1.2 Summary of existing research
Throughout the predecessors' research on effective teaching, the research in this area has been very rich, which laid the foundation for further research in this paper. These documents have studied effective teaching from many angles, such as the construction of effective teaching theory system, the discussion of effective teaching standards and the research of effective teaching influencing factors. At the same time, effective teaching research also faces a series of problems, which provides space for further research. These research problems are mainly as follows: there are many researches on the meaning and evaluation criteria of effective teaching, but less on the characteristics of effective teaching; Many researches cited the achievements of effective teaching theory and practice abroad, but few effective teaching researches reflected China's teaching practice. Many studies on effective teaching are based on speculative research, with personal experience and lack of empirical research, and the conclusions are unconvincing; On the other hand, the research on the combination of effective teaching theory and biology is relatively lacking. The development trend of effective teaching research is to combine effective teaching theory with specific disciplines to guide the teaching of specific disciplines. The study of effective teaching in biology classroom can enrich effective teaching theory and biology teaching theory, and provide theoretical and practical guidance for biology classroom teaching. However, there is little research on effective teaching in guiding biology classroom teaching, and the research pays more attention to senior high school biology teaching and ignores junior high school biology teaching; Ignore the empirical research on the influencing factors of effective biology classroom teaching, and then put forward strategies; There are overlapping phenomena in the research, focusing on cooperative learning and experimental teaching, while ignoring other aspects of biology teaching; Taking the improvement of biology classroom performance as the standard to measure the effectiveness of teaching, it pays too much attention to students' learning and ignores the research on teachers' teaching behavior; Pay attention to the study of effective teaching strategies in junior high school biology classroom, and the research stays on the surface, and the proposed strategies lack pertinence.
Chapter II Definition of Core Concepts
2. 1 Characteristics of Effective Biology Teaching in Junior High School
On the one hand, effective junior high school biology teaching should be efficient, effective and effective. Effective teaching in junior high school biology classroom means that the teaching results and teaching objectives of junior high school biology teachers are consistent. Teachers are required to set clear, concrete and operable teaching objectives; At the same time, the teaching goal set by teachers is not only superficial knowledge memory, but also can promote the development of students' advanced thinking. "Effective" means that junior high school biology teachers fully tap curriculum resources and pay attention to finding curriculum resources from students' daily life. At the same time, teachers can make use of teaching resources in various ways, use teaching technology appropriately according to the needs of teaching, and promote students' learning. "Effective" means that biology classroom teaching should not only make students "learn", but also make students "enjoy learning". Students can get more information and knowledge in class, which is advanced and practical. On the other hand, the effective teaching of junior high school biology should conform to the learning characteristics of junior high school students and the characteristics of biology. Its basic characteristics include the following aspects.
2.2 junior high school biology classroom effective teaching is intuitive.
The so-called intuition, that is, perceptual knowledge, is the feeling, perception and representation produced by concrete, direct and vivid things acting on human senses. ? In the process of imparting biological knowledge, sensory organs are the "gateway" to acquire knowledge quickly. Students acquire biological knowledge through their senses, and the richer their perceptual knowledge, the more conducive it is to deepening and consolidating their knowledge. Many biological concepts and principles are abstracted from life activities. It is not appropriate for teachers to teach orally only from abstract concepts and definitions. It is absurd to describe the morphological structure and physiological process of animals and plants only by oral expression. Junior high school biology classroom teaching is intuitive, teachers should pay attention to the use of language intuition and model intuition, so that students can directly or indirectly feel the objects or phenomena they have learned and gain perceptual knowledge of biological individuals and life activities. Furthermore, intuitive teaching has advantages in concentrating students' attention, compared with teachers calling on students in class: "Attention, classmates, what shall I say next?" It is easier to attract students' attention and arouse their initiative in learning. In addition, there are many observations and experiments in biology class, which require students to study actively. The intuition of teaching has strong expressive force, which can obviously improve the speed of students' perception and improve the learning effect. (model essay. )
Chapter III Investigation and Analysis of Factors Affecting Effective Biology Teaching in Junior Middle Schools ..................... 15
3. 1 Select ...................................................... 15.
3.2 Make a research plan ................................................................ 15
3.2. 1 The observation scale is ......................................................... 15.
3.2.2 Compilation of Questionnaire .................................................... 15
3.3 Data Collection and Processing ......................................................... 16
3.3. 1 Statistical results of observation scale ...................................... 16
3.3.2 Statistical results of the questionnaire ................................................ 19
3.4 Analysis of Influencing Factors of Effective Biology Teaching in Junior High School .......................................... 20
3.4. 1 The influence of teachers' level on effective biology teaching in junior high school ................................... 20
3.4.2 ; The Influence of Students' Level on Effective Biology Teaching in Junior High School ..................................... 2 1
Chapter IV Case Analysis of Effective Biology Teaching in Junior High School ...................................... 23
Chapter 5 4. 1 Case 1: "Energy Release and Utilization-Energy Release" .............. 23
Chapter 6 4.2 Case 2: "Material Transportation in Human Body-Blood Circulation" ............... 26
Chapter 7 4.3 Summary ................................................... 29
The fifth chapter discusses the strategies of effective teaching in junior high school biology classroom.
5. 1 Improve teachers' questioning skills and inspire students to think positively.
Questioning is a very important link in the teaching process. Teachers can ask questions and students' thoughts can be well opened. Students' learning initiative is influenced by many factors, such as students' curiosity, interests and hobbies. Teachers should be good at making use of the situation to inspire students to think positively by improving their questioning skills, so that many temporary desires and interests can be gathered and developed into a lasting driving force to promote learning. First, contact the actual design problems, leading to the teaching content. Teachers' problems should come from and be close to students' lives. First of all, according to the requirements of the syllabus, make clear the main points of this chapter, closely follow the teaching objectives, and then find problems from life, find the connection between problems and students' lives, and carefully design problems. For example, in the section "Transportation of substances in human body", teachers can transport tap water to thousands of households through criss-crossing tap water pipes in family residential buildings for people's daily needs. In this way, the question "how does the human body transport nutrients to all parts of the body?" Or start with the events that students like and pay more attention to now. For example, in the "Diet and Nutrition" section, teachers use obesity examples and students' three meals a day to ask questions, which leads to teaching content and can stimulate students' interest in learning. Second, the problem design should be gradual, from shallow to deep. The problem of teachers designing "steps" is from easy to difficult, from simple to complex, from known to unknown. A set of interrelated questions can be logical or students' cognitive psychological characteristics. Teachers can design simple questions, identify biological morphological structures and recall biological concepts. For the questions that need to be analyzed, compared and summarized, because these questions are difficult, on the one hand, teachers can gradually refine the questions into small questions and guide students to answer them step by step. On the other hand, teachers can give hints to students in the process of asking questions. For example, in the section "Energy release", it is difficult for students to answer the relationship between energy release and breathing at once. The teacher divided the question into several small questions through the design of the question string, including "which of the three States feels the most tired (consumes the most energy)?" Which is the easiest (the least energy consumption)? What are the differences in the respiratory frequency of human body in three states? What is the relationship between the amount of energy consumed and the breathing frequency? " . This kind of question design allows students to have a thinking process and can answer after thinking.
5.2 Select the appropriate group cooperation content
Teachers should choose teaching content worthy of cooperative exploration. In each biology class, there are always some problems that need to be solved emphatically, and teachers can let the group students discuss these problems. Students will encounter some difficulties in understanding or applying some biological knowledge, and these difficulties can also be solved through cooperative discussion. For example, many students have a wrong understanding of the correct writing of the food chain. Ask the students to discuss in cooperation and sum up the correct writing of food chain. The creatures that are eaten must be in front, and the animals that eat them must be in the back. An arrow must be drawn between them. The arrow must point to the animal behind. The experimental operation in biology class is very suitable for cooperative inquiry. Teachers should choose the appropriate content of biological experiments, so that students can cooperate and explore in scientific experimental groups.
Chapter VI Conclusion
For the effective teaching strategy of junior high school biology class, this paper only makes a preliminary exploration and effort. On the basis of summarizing the effective teaching theory and related theories, this paper defines the connotations of effective teaching, biology classroom teaching, junior high school biology classroom teaching and their teaching strategies. On this basis, through questionnaire survey, classroom observation and collective interview, this paper analyzes the factors that affect the effective teaching of biology in junior high school, and then puts forward the implementation strategies of effective teaching of biology in junior high school. The conclusions of this paper include: the influencing factors of effective teaching come from the teacher level and the student level. Teachers' factors include teachers' classroom management ability and questioning skills, and students' factors include students' interest in learning and observation ability. Effective teaching strategies in junior high school biology class include: improving teachers' questioning skills and inspiring students to think positively; Set up a scientific experiment group to cultivate students' inquiry spirit; Select teaching media in a targeted way to improve the intuition of teaching; Using concept maps to help students better summarize biological knowledge; Pay attention to method guidance and improve students' experimental observation ability; Design diversified homework to cultivate students' interest in learning. The shortcomings of this study include the following aspects, and the description of the characteristics of effective biology teaching in junior high school is not deep enough. There are also many problems to be considered in the use of observation scale and how to ensure the research conclusion in the natural state as much as possible. The investigation and study on the influencing factors of effective biology classroom teaching also need to be further deepened.
References (omitted)