One, classroom teaching combined with nature, cultivate students' interest in learning.
Biology is a basic subject, it belongs to the category of natural science. Biological knowledge in the textbook is only a textual reproduction of natural phenomena, if we put such a natural knowledge into the classroom to solve rigidly, not only the students, even our teachers will feel tasteless. For example, in the explanation of the structure of flowers, we often take peach blossom as an example, often the teacher speaks of the sky, but the students do not know what to do. If our teachers can move this class to the outdoors, so that students while observing, the teacher while explaining, then, we will receive twice the result with half the effort.
In fact, the natural world is the real biology classroom for students. Biological knowledge is only a textual summary of biological phenomena in nature. Biology teachers can only graft our biology classroom to the nature, in order to make our biology classroom become real and concrete, full of interesting, more importantly, this is more able to cultivate students' interest in learning biology.
Of course, natural phenomena are seasonal, spring flowers, fall, and the cycle of seasons, each season has its own unique biological phenomena. The climate is slightly different from one place to another. All these often cause our teaching content and the phenomenon of biological phenomena in nature is not synchronized, which requires our biology teachers to adjust our teaching content in time, so that the teaching content and seasonal synchronization. For example, the asexual reproduction of plants have cuttings, grafting, crimping, etc., in the teaching of this part of the content is already in the fall, and plant cuttings, grafting, crimping activities in the spring, then the teacher can move this part of the content of the spring, teacher demonstration, student practice, not only to strengthen the effect of the teaching, but also inspire the students to a strong interest in learning.
Second, the combination of classroom teaching and students' life practice, cultivate students' interest in learning.
Biology is a highly practical basic subjects, it is particularly close to the actual contact with students' lives. Such as rational diet, food nutrients, healthy living, the use of microorganisms to make pickles and yogurt, etc., this knowledge, theoretical explanations in the classroom is of course very necessary, but that can only be regarded as a paper. If we let the students learn in the classroom to get the knowledge of life to experience, then, the students will be able to feel the joy of success, the interest in learning biology will be greatly increased. For example, after explaining the use of microorganisms, let students make their own pickles and yogurt after class, students will be actively involved in this activity, because these are closely related to their lives. Through the activities, students can more clearly recognize the importance of biological knowledge, then, in the activities we can develop students' interest in biological learning.
Another example, can be combined with the "to the students --- & lt; into the life sciences & gt;" to introduce the students to the knowledge of bionics, so that students understand that biology not only provides us with a basis for survival, but also in the production and life, to give us to learn more enlightenment. Combined with the world is currently facing several major social problems - the environment, energy, food and population issues and the close relationship between biology and biology, to understand the biology and our lives are closely related to the dust storms to the eutrophication of water bodies, from "AIDS" to "SARS", "SARS" to "SARS", "SARS" to "SARS". From dust storms to eutrophication of water bodies, from "AIDS" to "SARS" to "bird flu" and "foot and mouth disease", and from cloned sheep to genetically modified organisms, it naturally generates students' interest in caring about the living things around them and paying attention to biology. Teachers can also combine the textbooks listed in the application of new technologies and development of biological sciences to stimulate students' interest in learning, such as the Human Genome Project, so that students understand the significance of this project - to unravel the mystery of human life, old age, disease and death. Understand the latest hotspots, focus and progress of biological science, perceive the rapid progress of biological science development, prompting them to put into the study with interest.
Of course, combined with the actual students, through the students' activities to stimulate their interest in learning, we must take into account the level of knowledge of the students, the activities are designed to stimulate their interest in learning, so that they are actively involved in learning, rather than for the sake of curiosity, so the teacher in the teaching of the teacher must grasp a good "degree" of the word. Therefore, teachers must grasp the word "degree" in teaching. Such as the human genome project, teachers only need to mention can, do not need to make in-depth explanation, because the junior high school students have not reached such a level.
Three, the classroom teaching and modern science and technology, to cultivate students' interest in learning.
The twenty-first century is the century of biology, there are many major scientific discoveries and some high-tech and biological knowledge related to biological science is one of the modern cutting-edge science, and the rapid development of biotechnology to many contemporary industries, especially the medical industry has produced significant changes. For example, genetic engineering, cloning technology, the application of bionics and so on. More and more young people are investing in the field of biotechnology research, and with their enthusiasm and innovative spirit they are lifting the layers of mystery of the biological world. Therefore, the appropriate introduction of cutting-edge technology of biological science in the classroom will help students understand biological science more y and stimulate their passion and interest in learning biology.
Four, the combination of classroom teaching and student experiments to cultivate students' interest in learning.
Biology is an experiment-based science. Experiments can cultivate students' observation ability, thinking and analyzing ability, innovation ability, stimulate students' interest in learning, many students love biology precisely because they love experiments. In addition to being real, intuitive, visual and vivid, the experiment is also an operational activity with a very clear purpose. It is to cultivate students' knowledge and understanding of biological concepts play a role that cannot be replaced by any other teaching methods. Therefore, we should let students do as many experiments as possible, and strive to make students successful. Students hands-on experimental operations, not only to meet their desire to operate, more importantly, in the process of operation of the hands of the brain, to overcome all the difficulties to obtain the experimental success, the joy of success in learning at this time and the desire to learn interest and desire to be able to transform into a love of science and the quality of ambition, thus stimulating students to explore more y.
For example, speaking of the causes of blood coagulation, supplemented by the following experiments: the use of rough bamboo strips constantly stirring just from the animal body out of fresh blood, bamboo strips will be wrapped around many filaments, which are stuck with some red material, is red blood cells. Wash away the red blood cells, the filaments appear white, this is the fibrin, the remaining blood is no longer coagulated. Students must feel very strange, and want to find out how it is, then the teacher can logically talk about the causes of blood coagulation, and in this regard, the difference between plasma and serum. In particular, the plasma has a fibrinogen, which is a small molecule protein, in the role of platelets released by a substance, can be converted into fibrin. Do the above experiments at the same time, let a part of the fresh blood coagulation, the coagulation of blood clots cut, let the students observe the cut surface and the outer surface of the red how different, inspire them to think about the reason, the students must find it very interesting, and produce a strong interest in the characteristics of hemoglobin in the future, never forget, to determine the standard of arterial and venous blood will not be confused.
Therefore, teachers should guide students to observe the classroom demonstration experiments, do a good job with the classroom experiments, on a good student experimental class. Through the experiment, you can embody the activity context, so that students have a sense of cognitive satisfaction, laying the foundation for the formation of a stable interest in learning.
Fifth, the combination of classroom teaching and student activities to cultivate students' interest in learning.
In classroom teaching, if teachers can fully mobilize the enthusiasm of students, then our teaching must be able to achieve twice the result with half the effort. Teachers can according to the age characteristics of junior high school students and cognitive laws, using students enjoyable entertainment for teaching, such as riddles, skits, storytelling, singing children's songs and other activities introduced into the teaching. For example, teachers can use "tadpoles looking for their mothers" story to stimulate students' interest in learning about amphibians; you can make up your own skit "Dolly looking for her mother" to stimulate students' strong desire to explore the "cloning" technology; the students' interest in learning about amphibians can be stimulated by the story "Tadpoles looking for their mothers". The strong desire to explore the technology; can be "Romance of the Three Kingdoms" in the "plum quench thirst" story and the "conditioned reflex" of the teaching of the combination, which not only increases the literary atmosphere of the classroom, poetic teaching, but also stimulate the students' interest in learning. Such a wonderful and lively way of teaching activities, not only can the students distracted attention during the classroom to focus on the classroom, but also active classroom atmosphere, creating a democratic and harmonious teaching atmosphere, so that students are willing to learn, happy to learn, to learn, so as to achieve the purpose of cultivating students' interest in learning.
Sixth, the combination of classroom teaching and extracurricular activities in biology to cultivate students' interest in learning.
Modern biology teaching theory requires us to adhere to the two combinations, that is, to adhere to the combination of inside and outside the classroom and adhere to the combination of theory and practice, then as a teacher, it is necessary to recognize the necessity and importance of guiding students to carry out extracurricular scientific and technological activities combined with the actual in the teaching process. Outside the classroom, teachers can organize students to carry out extracurricular activities in biology group activities, to stimulate students' interest in learning, to guide students to study in depth, to cultivate students' practical ability, to develop students' personality and innovative spirit.
In the extracurricular activities group, teachers can not only organize students to carry out meaningful biological activities, but also provide students with some related reading materials, the content can include the application of biology in agricultural production, biotechnology, such as tissue culture, cultivation of edible fungi, plant and animal specimens, etc., which can be used to broaden the field of study and stimulate students' interest in learning biology.
It is important to note that extracurricular groups should be joined by students voluntarily, and teachers cannot force students to join in order to organize activities. Extracurricular activity groups should have their own complete activity plan and activity program, and preferably also have related activity materials. Teaching materials should be prepared by teachers according to the local actual situation, and the preparation should be in line with the cognitive characteristics and life experience of students, and read by students' choice. Through the development of extracurricular activities in biology, it can not only cultivate students' abilities and improve their comprehensive quality, but also stimulate students' interest in learning.
VII. Combine classroom teaching with proverbs and sayings to cultivate students' interest in learning.
Classroom teaching is the centerpiece of the whole teaching work, is the key to improve the quality of teaching. A classroom throughout the process if only dry biology terminology throughout, the teaching atmosphere certainly seems dull. Then, in classroom teaching, teachers can make full use of proverbs and sayings to mobilize students.
The so-called proverbs and sayings refer to those philosophical local language, they are some of the phenomena, facts or laws with the refined catchy words and phrases to describe the language, has a vivid image, easy to understand, catchy features. In biology teaching skillfully supplemented with some of the proverbs and proverbs related to biological knowledge, can be active in the classroom atmosphere, stimulate students' interest in learning, improve the efficiency of classroom teaching, in the enjoyment of the beauty of the students' thinking to be enlightened.
A good start is half of success. The introduction of the new class is the beginning of a class, teachers can use proverbs and sayings to design a wonderful and artistic "opening statement", which can give students a new and different feelings of kindness, but also be able to naturally guide the students into the learning of new knowledge of the situation. Such as biological heredity can be used "dragon dragon, phoenix phoenix, the son of a mouse will hole" introduced; conditioned reflex can be used "once bitten by a snake, ten years afraid of grass rope" introduced.
In the teaching process, you can also skillfully use proverbs and sayings. For example, the use of "full of spring color can not be closed, a red apricot out of the wall" to lead to the light of the plant. The food chain can be introduced with "The mantis catches the cicada and the yellow bird is at the back". Others are "Moth to Flame" - the phototropism of insects, "Leaves return to their roots" - the material cycle of the ecosystem, "Looking at the plum to stop the plum". cycle of the ecosystem, "quenching thirst by looking for plums" - conditioned reflexes, "getting something for nothing" - parasitism, "The coolest thing under the tree" - transpiration, and so on.
Of course, if too much overuse of the magic words, will make the students thinking scattered, attention is difficult to focus on the learning content of the knowledge focus. Therefore, the use of the magic words should be carefully designed, the amount of moderate.
The cultivation of interest is of course important, but in the teaching of biology to stimulate students' interest in learning at the same time, the teacher should also pay attention to the following issues:
(1) In the teaching process, pay attention to the students' short-term interest in the study of biology to the stabilization of interest, and to promote the students' interest in the study of biology to a higher level of development. Teachers through a variety of ways and means to stimulate students' interest in learning, the beginning is often short-lived, students just feel "fun". At this time, teachers must try to make students' interest develop from "fun" to "interest", so that students can really get experience through learning and become interested in learning biology. On this basis, the "interest" of some students will be developed into "interest", so that this part of the students can closely link their interest in biology with their ideals and beliefs, and aspire to be engaged in biological science and technology learning and research in the future. This will make the short-lived interest become a stable interest.
(2) In the teaching process, to stimulate students' interest in learning can not be detached from the teaching content and teaching tasks, can not be to stimulate interest to cater to the students, and even more can not be to stimulate interest to use vulgar jokes or inappropriate analogies to make students laugh. Teachers should strengthen the fun in teaching, teaching fun in stimulating students' interest in learning is an important role, but the fun of teaching is to serve the purpose of teaching, teaching should not cause students to laugh. Teachers in the classroom teaching to grasp a "degree", that is, not detached from the teaching content and teaching tasks. Teaching fun, should be elegant and chic, rather than vulgar. Don't let students turn "interesting" into "fun". The classroom is not a stage for entertainment, it has a clear goal, that is, the transfer of knowledge.
(3) pay attention to the teacher's own cultural cultivation, usually to consciously accumulate knowledge, improve their own knowledge structure, in the teaching of their own rich, extensive knowledge and knowledge of the integration, as well as witty, humorous, witty language and diversified teaching methods to stimulate the interest of students. Teachers pay attention to this point, to stimulate students' interest in learning to lay a good knowledge base.
In short, to cultivate students' interest in junior high school biology teaching, teachers should be brave to practice, dare to innovate, to find the best entry point, to find the best learning methods, to be fully prepared in the preparation for the mobilization of learning interest in the information, practice, etc., to follow the laws of teaching and learning, to grasp the learning psychology of the students on the basis of the teaching of teaching, give full play to the teaching of resourcefulness and the art of teaching, in order to make the teaching of biology To achieve the harmony and unity of knowledge and interest.