First, make full use of biology curriculum resources to improve the understanding of biology class.
Teachers should not only impart knowledge, but also guide students out of textbooks, classrooms and schools, and make full use of various resources inside and outside the school to study and explore. At present, the current situation of biology curriculum resources in middle schools in China can not fully meet the needs of curriculum reform, so it is particularly important to vigorously develop curriculum resources. In the actual teaching, I made the following attempts:
1, a simple model made by ourselves. For example, when talking about nephron in "Waste Discharge in Human Body", I made a simple nephron model for the convenience of students' memory: a ball of wool was used as glomerulus, thread ends at both ends were drawn out as afferent arterioles and efferent arterioles, a hollow sphere was made of cardboard, and the upper part was sunken as renal capsule. A hole was dug under the sphere and connected with a hollow tube instead of the renal tubule. The coil is placed in the concave part of the sphere, and one end of the coil is wound around the hollow tube as an efferent arteriole around the capillary outside the renal tubule. This makes a simple nephron. Students look intuitive and their learning is not abstract. After class, students can imitate and make such nephron. When it comes to skeletal movement, it can be assembled with rubber bands, thin wood chips and nails for skeletal traction of skeletal muscles around joints. This is simple and economical. Students not only master knowledge, improve their interest in learning biology, but also cultivate the ability to use their hands and brains and integrate theory with life practice. 、
2. Students bring their own objects for comparative study. For example, when learning the structural content of flowers, let students collect some common flowers, take them out in class, observe and compare each other, then explore in groups and record the structure of flowers in combination with textbooks. Similarly, when learning the structure of seeds, students can bring some seeds such as broad beans, peanuts, corn and wheat for comparative study. In the face of physical objects, intuitive observation is far more interesting than abstract teaching.
3, self-observation for comparison. For example, when studying genetics, arrange for students to go home and observe what they look like and what they don't like with their parents, and complete the questionnaire in the textbook. Then in class, the teacher will investigate the students, organize students to discuss, compare and summarize, and get the concepts of traits and relative traits, so that students will learn more actively and naturally become interested in biology.
Second, the creation of situational experiential learning to stimulate the desire for knowledge
Einstein said: "I don't have any special talent, I just like to get to the bottom of it." This sentence shows that scientific innovation must have a strong thirst for knowledge and a sense of inquiry. In teaching, we should pay attention to creating situations to let students experience learning and stimulate their desire for knowledge. For example, in the teaching of "Exploring the Digestion of Saliva on Starch", it is best to arrange this course in the third or fourth class in the morning, because students are hungry at this time. In class, the teacher will let the students taste the prepared hot steamed bread (emphasizing careful chewing), and let the students who eat steamed bread talk about their feelings when chewing steamed bread carefully and answer related questions:
1. Is the starch itself sweet or has it become something else?
2. Is the sweetness of steamed bread related to saliva?
Such questions make students' enthusiasm for learning soar at once, and they can't wait to explore the question of whether saliva can digest starch in the end, so that students can learn in the situational experience of tasting steamed bread, which will naturally arouse their interest in learning, produce problem consciousness and inquiry consciousness, and stimulate a strong desire for knowledge.
For another example, when talking about blood vessels in the section "Transport of substances in the human body", let students touch some parts of the body with their hands and feel the beating of blood vessels. Students at the same table measure each other's pulses in a quiet state, discuss how "the pulse will change with the increase or decrease of exercise intensity", and tell students that the "blue veins" on their arms are venous vessels. When learning the heart, students can listen to the beating of the heart with a self-made stethoscope. These experience activities can stimulate students' thirst for knowledge.
Third, let biology class come into life, connect with practice and improve learning interest.
The new curriculum textbooks provide materials for biology teaching to link life with social reality, and there should be students' lives in the classroom. For example, when cells absorb water and lose water, students can walk into life. Before class, arrange students to soak the same cucumber with clear water and strong salt water, and bring it with them in class. In class, the teacher instructs students to observe, taste and compare the difference between cucumber soaked in water and salt water. Why do cucumbers soaked in water taste crisp and hard, while cucumbers salted in salt are soft and small? Students will be more interested in hearing such questions and will talk endlessly. Then, guide students to compare the "concentration" of clear water and concentrated brine, and then draw the conclusion that high concentration will absorb water and low concentration will lose water, and use homophonic to help students remember "great absorption (mat) and small loss". Therefore, when cucumber is soaked in clear water, the concentration of clear water can be regarded as zero. At this time, the concentration of cucumber cell sap is greater than the external water, so cucumber will absorb water and swell, so it tastes crisp and hard. However, the cucumber pickled with concentrated brine is soft and small because of its high concentration, and the concentration of cucumber cell fluid is also smaller than that of the concentrated brine outside. Through this common phenomenon of life, students are more interested in what they have learned and more easily accepted. It is much easier for teachers to further guide students to learn how to absorb water by roots. It can be said that step by step, the interest in learning is gradually strong.
If we can do the above in biology class, it may change students' weariness of learning and make many students realize the close relationship between biology class and life, thus realizing the importance of learning biology. In a word, biology teaching comes from life and serves life. Only when our classroom teaching is closely linked with life practice and students apply what they have learned to life can we stimulate students' interest and achieve the purpose of learning.