The basic idea of the new "Biology Curriculum Standard" requires improving students' biological science literacy and paying attention to students' ability to apply what they have learned, that is, cultivating students' knowledge transfer ability. Knowledge transfer ability is a kind of quality and ability to apply learned knowledge to new situations and solve new problems. Forming extensive knowledge transfer ability can avoid rote memorization, realize the mastery of knowledge points, help to understand the nature and law of events, build a knowledge structure network, and improve the flexibility and effectiveness of problem solving. According to many years of experience in biology teaching, the author thinks that the following are effective ways to cultivate students' knowledge transfer ability:

First, guide students to think in other's shoes.

The thinking of seeking difference is a more complex and advanced psychological phenomenon, and its remarkable feature is to question the conclusion that people generally think is perfect. Not only satisfied with thinking "this problem turned out to be like this", but also thinking "why can't this problem be like that?" For example, when the high school biology textbook talks about anaerobic respiration, the teacher tells the students that the substance produced by anaerobic respiration is lactic acid, and the students ask why alcohol is not produced. Some people even ask: What happens if alcohol is produced? In view of this spark of seeking differences among students, teachers should be good at using topics to stimulate students' in-depth thinking and training in teaching, so that students can start their thinking process happily in training and improve their knowledge transfer ability.

Second, guide students to learn to analyze and compare.

The so-called comparison is to compare various things or their individual parts and characteristics, and to determine their similarities and differences and relationships. Because there are * * * the same components or factors between the two learning situations, the more * * * the same components, the more one kind of learning can be transferred to the other. Using comparative method in teaching can help students analyze the similarities and differences of their knowledge comprehensively, accurately and profoundly.

There are many similar confusing knowledge points in the teaching materials of periodical libraries, such as population, community, ecosystem and biosphere. Mitosis and meiosis; Cell division and differentiation; Sexual reproduction and asexual reproduction; Polar nuclei and polar bodies; Haploid, diploid and polyploid; Autotrophic and heterotrophic; Photosynthesis and respiration; Protein, enzymes and hormones; There are differences and similarities between endocrine glands and exocrine glands. It is necessary to correctly guide students to analyze and compare this kind of knowledge, so that students can consciously complete the transfer of old knowledge to new knowledge.

Third, guide students to carry out graphic conversion.

Graphic-text conversion ability is an important embodiment of knowledge transfer ability. In the teaching process, teachers should pay attention to showing relevant knowledge points to students in the form of charts, and use the method of combining pictures and texts to read useful information in pictures, so as to cultivate students' ability of image-text conversion, which is helpful for students to use knowledge flexibly and improve their ability of knowledge transfer.

Fourth, create problem situations.

In biology teaching, teachers should delve deeply into textbooks, dig out knowledge content with certain thinking value, and design biological problems with certain situations in combination with practical problems such as production, life and scientific experiments, so as to stimulate students' cognitive drive, make students enter a positive thinking state, and finally solve the problems. When students observe the separation and recovery of plant cells, they will find that some purple cells in onion epidermis can not be separated in 0.3g/ml sucrose solution, or can not be recovered in clean water after separation. After students interpret these existing problem situations, teachers create new problem situations, and then ask: Is there a phenomenon of plasma-wall separation in animal cells? What problems can be solved by using plasma wall separation phenomenon? By changing the problem situation, students can think of the structure of animal cells from the structure of plant cells, and the water absorption and dehydration of plant cells will be related to those of animal cells, thus improving the ability of knowledge transfer.

Fifth, strengthen the connection between old and new knowledge.

In the process of teaching, we should fully reveal the connection and difference between the old and new knowledge by using the comparison method, promote the new with the old, and help students master and understand the knowledge. For example, the third chapter of biology compulsory course for senior high school 1 introduces the structure and function of chloroplast, but it is abstract and general, and the fifth chapter focuses on the related photosynthesis. In teaching design, we can grasp the close relationship between old and new knowledge, let students focus on chloroplast structure in the early stage of study, and spend some time reviewing old knowledge in the later stage of photosynthesis study, so that the old and new knowledge can be combined, making it easier for students to understand the basic principles of biology that adapt to structure and function, thus improving their knowledge transfer ability.

In short, teachers must adhere to the direction of quality education, respect students' dominant position and stimulate students' thirst for knowledge. In order to enable students to successfully realize the positive transfer of knowledge, skills, thinking methods and learning attitudes, we should not only accurately analyze and skillfully master the * * * same elements among all kinds of knowledge and skills that students have learned, but also pay attention to cultivating students' generalization level of knowledge and skills and their ability to perceive the similar relationship between knowledge and skills. Only in this way can students' ability of knowledge transfer be improved to the maximum extent.