First, stimulate interest with interest
Teenagers love stories and are particularly interested in strange phenomena and mysteries in the world. How teachers teach students popular science knowledge must arouse students' enthusiasm and stimulate their interest with interest.
Interest in learning is the most active and positive component of learning motivation. It is also the most basic internal driving factor in learning activities. How to stimulate students' interest in learning and make them feel happy in the process of learning biology is the key to the success of biology teaching. The fun of different ages comes from different perceptual abilities and cognitive levels. Junior one students have just entered middle school from primary school. From the psychological characteristics, most of them are in childhood. Curious, lively and active, thinking activities are mainly based on images. I am most sensitive to concrete, direct and fresh things, but I am tired of those abstract and rational things. Therefore, for teachers, we must take advantage of the favorable side and transform the unfavorable factors. Use ingenious design, change the form and stimulate interest.
For example, in the seventh grade biology, Unit 1, Chapter 1, Section 1, "Understanding Biology", I told the students the story of "an animal's fraudulent death" in the book Interesting Science: it is a story about a fox's fraudulent death, which is particularly interesting. A fox got into a henhouse through a small hole and ate all the chickens inside, but there was a hole in the house, but there was no way out. The fox ate too many chickens and was full, so he couldn't go out the same way. The next morning, the owner of the henhouse found a dead fox lying in the henhouse, so he dragged it out and planned to bury it in the wild. I didn't know that this "dead fox" jumped up and ran away as soon as it arrived in the wild. After the story was finished, the students were in high spirits. Because of his guidance, the teacher asked: ① What is biology? (2) What are the characteristics of living things? (3) What are the characteristics of living things? (4) What other animals play dead? Have you seen it with your own eyes? The students' interest was aroused at once, and they read actively, thought seriously and discussed enthusiastically, and the knowledge points were quickly mastered.
An interesting story greatly aroused students' enthusiasm for learning. It firmly attracts students' attention and makes students learn knowledge in a relaxed and happy situation, which is lively, interesting and enjoyable. For example, when I was studying the influence of biological factors on biology. I also talked about the secrets of the ant kingdom, militant ants, slave-holding ants, the smell of ants, fierce African soldier ants, ants with mushrooms and eating mushrooms, ants with aphids, and fierce ants swimming. Interesting and strange stories, phenomena and mysteries all involve students' thoughts and emotions. Students really enter the ant world and let them know the stories in the ant family world. At the same time, the spirit of unity and cooperation of ants also infected every classmate. The teaching effect is good.
Second, ask questions to stimulate interest.
Problems in teaching are an important means to organize teaching. If the questions are well designed and put forward properly, students can get the key to open the treasure house of knowledge and enter the maze of the scientific world, thus stimulating students to actively explore around the questions.
First of all, teachers should carefully design questions and study what to ask and how to ask them. Questions should be enlightening, exploratory and relevant. For example, in the chapter "Ecosystem", in order to help students understand the composition of ecosystem, we might as well design such questions. Have you ever seen the smallest creature? How can you see it? ② What creatures grow on the rotten stump? Who violated the steamed bread with long white hair? ④ What creatures are there in the farmland? ⑤ Are there any connections between various creatures? How to contact? What are their respective positions? The design of these questions makes students understand the members of biological system and the importance of "food chain" and "food web" and the ecological balance between organisms. Teachers can also cultivate and educate environmental awareness while learning popular science knowledge.
In addition to paying attention to art when teachers ask questions, students should also be encouraged to ask questions boldly. Einstein said, "It is often more important to ask a question than to solve it." Students can ask questions because they are thinking deeply, and the process of asking questions is the process of discovery and creation. Did the fish stop exercising while sleeping? ② People will commit suicide, but why do plants commit suicide? (3) Can a vegetable grow many plants? ④ The "pregnancy" and "delivery" of hippocampus are all done by male hippocampus. Why is it different from other creatures?
The students asked questions one by one, and the class began to discuss. The students are so enthusiastic that they are no longer bored with biology class.
Third, use exercise to stimulate interest
The understanding of modern educational theory is a learning mode that advocates autonomy, inquiry and cooperation. Let students become the masters of learning, and let students' subjective consciousness, initiative and creativity continue to develop. Cooperative learning aims at changing students' learning style, changing passive class attendance into active participation of hands, mouth and brain, thus improving students' interest in learning in activities and experimental operations. Such as collecting information after class, consulting online, planting fields by hand, and observing strange life phenomena in rivers and lakes (using the favorable conditions of rural students). When learning to "investigate the creatures around us", teachers can let students look for animals and plants on weekends, and ask them to write an observation diary after making preparations before the investigation. Another example is: when learning to observe plant cells and understand cell structure, teachers should let students do experiments, summarize, summarize and draw pictures by themselves. Find problems, solve problems, and give teachers camera guidance.
Many contents of junior high school biology are closely related to agricultural production, such as seed selection, budding rate, rational fertilization, photosynthesis, flowering and pollination, nutrition and reproduction. Pay attention to supplement when imparting this knowledge, explain in detail some contents closely related to local economic development, and emphasize hands-on practice, such as letting students use their holidays to personally carry out field operations such as seed selection, fertilization, pollination and pruning with their parents. After writing the experimental report, students apply what they have learned to production practice, understand the application value and social significance of biological knowledge, and establish the idea of loving their hometown and determined to serve its economic construction. With this internal drive, students' interest and enthusiasm in learning biological knowledge will naturally be greatly improved.
Fourth, stimulate interest with technology.
In order to make students interested in biology class, it is not enough to rely solely on the above aspects. First of all, teachers should make full use of modern teaching methods, enrich teaching content and change teaching mode. Beautiful pictures, vivid images, specimen models and three-dimensional animations can arouse students' senses, naturally increase their enthusiasm for learning and naturally improve teaching efficiency. When I was teaching Blood Cell Family, I made vivid animated pictures. Compare red blood cells to "soldiers who have worked hard all their lives", platelets to "engineers" who are good at plugging wounds, and white blood cells to "warriors who kill the enemy" and make up stories. For another example, when we talk about photosynthesis, we compare green leaves to "green processing plants" through multimedia. Its workshop is leaf vesicle, its machine is chloroplast, its power is light energy, its raw materials are carbon dioxide and water, and its products are oxygen and organic matter, which are vivid and intuitive, and easy to remember and master. Students are much more interested in watching videos than reading books, and then combine written materials to inspire and guide students to explore deeper problems. In this audio-visual intervention class, students' thinking is active and the discussion atmosphere is warm, and the effect is much better than the traditional teaching mode-scripted.
Secondly, the "skills" in stimulating interest with technology cover the quality of teachers, and the quality of teachers is better. Therefore, in teaching, teachers have enough knowledge and ability to guide and stimulate students' interest, such as teachers' teaching skills, and they cannot be arbitrary, rambling and irrelevant. Moreover, teachers should also take into account a series of differences in students' age, gender, personality and hobbies, and strive to maximize them. When designing classroom teaching, we should be purposeful, accurate, knowledgeable and intuitive. Especially in combination with the current population explosion, such as food shortage, resource depletion, energy consumption, environmental deterioration, ecological imbalance, and the prevalence of various human diseases. We must take a semester or a school year as a small cycle and promote the cultivation of students' interest through a series of themes, which can not only improve students' grades quickly, but also let students really enter the biological world. Pay attention to hometown construction and national security.
In a word, teaching is a complex cognitive activity, and the cultivation of interest is the basis for completing this activity. Only by paying attention to the cultivation of learning interest in all aspects of teaching can we stimulate their learning motivation and strong thirst for knowledge. Only by such long-term persistence can we help cultivate students' thinking ability and practical ability, and their comprehensive quality can be continuously improved.
With the implementation of new curriculum standards and the rise of research-based learning, many teachers have realized that subjectivity is the essential attribute of human beings and an important feature of modern people's quality. Students are the main body of education, and all educational activities should serve and obey the main body. Therefore, it is an inevitable trend of today's education to let the classroom return to students, make the classroom full of vitality, let teachers change from operators and masters of teaching to guides, motivators and organizers, and let students change from passive acceptance of knowledge to active and happy learning. So how to carry out the subjective thought in classroom teaching, give play to students' subjective consciousness and role, and cultivate students' subjective ability and initiative? Over the past few years, I have been thinking about this problem and have made some useful explorations in teaching practice.
First, cultivate interest and stimulate vitality.
Interest is the best teacher and the real secret of success is interest. In actual teaching, I cultivate students' interest in learning from the following aspects:
(A) make full use of the interesting and practical new textbooks to stimulate students' interest. For example, when talking about triangle stability and quadrilateral variability, I asked the students: "Why do you hold the gun handle with your hand when aiming (at this time, the gun handle, arm and chest form a triangle) to make the telescopic sliding door quadrilateral?" A few short sentences have stimulated students' interest in learning and induced their desire for knowledge and innovation. (2) Stimulate students' interest by means of modern teaching methods. Multimedia can convey boring book knowledge to students more intuitively and vividly, so that students can get twice the result with half the effort. The reason is that the audio-visual teaching method of dynamic audio-visual images can stimulate students' interest. (C) using a variety of teaching methods to stimulate students' interest. For example, in teaching, I often use group discussion and group competition to cultivate students' interest and stimulate their thirst for knowledge and enthusiasm for learning.
Second, encourage questions and activate thinking.
Asking questions and asking difficult questions is the beginning of exploring knowledge and finding problems. Thinking comes from doubt, small doubt and small progress, big doubt and big progress. Doubt is the bud of innovation consciousness and the prelude to innovation. Einstein said, "It is more important to ask a question than to solve it." Because solving a problem may be just a teaching or experimental skill, but asking questions requires students' creativity and imagination. When students put forward some unusual ideas and questions, teachers should guide them "just right" in time. By asking questions, teachers can understand the difficulties and crux of students' learning. The learning process of students is a process of contradiction transformation. If there is insufficient guidance, it will be incomprehensible and specious; Excessive guidance is not "promoting transformation", but "replacing transformation". Only the good interaction between questioning and solving doubts can effectively play the main role of students and cultivate their innovative thinking ability. In daily teaching activities, teachers should not only fully affirm students' questions, but also patiently answer them, and should affirm and encourage students to ask questions in different ways, so as to cultivate students' self-confidence. Because whether students have enough self-confidence is a necessary condition to affect the enthusiasm and effect of their activities. Teachers should strengthen students' awareness of problems in teaching, which requires teachers to teach students the methods of finding problems in teaching and guide students to pay special attention to the understanding of key words in exercises. Specifically, it is to encourage students to dare to ask questions when explaining new lessons; Dare to associate in knowledge comparison; When summing up knowledge, we should be good at synthesis. For example, when talking about the discrimination method of triangle similarity, students can think about whether the "included angle" can be changed to "angle" for the discrimination method of "two triangles with proportional sides and equal included angles", which can not only deepen their understanding of the discrimination method of triangle similarity, but also review the discrimination method of triangle similarity. Another way for teachers to motivate students to ask questions is to be good at forcing students to ask questions. Experienced teachers often explain a student's extracurricular problems in public, and often give appropriate praise or rewards to students who ask questions in class or after class. For example, praising clever and profound questions, or sending a book to a student, all these methods can shock other students, because it is every student's nature to be competitive. This long-term persistence will certainly activate students' thinking, thus improving teaching efficiency.