Because junior high school biology accounts for a small proportion in the results of the senior high school entrance examination, many students pay insufficient attention to junior high school biology. Therefore, many biology teachers are worried about how to improve the teaching quality. So how can we optimize the teaching effect of junior high school biology and improve the teaching quality? I think students should first fully realize the necessity and importance of learning junior high school biology, so as to improve their interest in learning. On this basis, teachers should do a good job before, during and after class, and gradually improve the teaching quality.
Junior high school biology is a subject close to life, and many interesting phenomena in life come from biology. Biology is a subject that needs constant observation, experiment and analysis to learn and summarize knowledge. As far as the requirements of the new biology curriculum are concerned, we should pay attention to the cultivation of students' ability to explore and innovate, so we should let students practice more and strengthen their ability to explore and solve problems independently. To further improve students' autonomous inquiry learning ability and innovation ability, it is not enough to rely solely on the contents of books, and teachers need to expand and extend relevant knowledge on the basis of the contents of books. That is, when preparing before class, teachers can appropriately supplement some teaching contents and insert them into the teaching process. This requires the majority of biology teachers to study more textbooks at ordinary times, but also to constantly strengthen the study of professional knowledge, pay more attention to biology-related events, and expand their professional horizons. Only in this way can teachers supplement the relevant teaching contents according to the local actual situation, and record these supplementary contents in the corresponding parts of books or notebooks, and then reflect and summarize after a class, so as to further improve the whole teaching process. Teachers can also try to compile some school-based textbooks in their spare time, which can not only organically combine local biological knowledge with the contents in the books, but also make the whole junior high school biology teaching more systematic, which is convenient for reference and research in future teaching, and is also conducive to students' understanding and mastery of what they have learned. Therefore, the majority of biology teachers should study, observe, think and practice more. Only in this way can we be comfortable in junior high school biology teaching.
After each biology class, if we want to check the teaching effect, we should arrange necessary and appropriate homework to promote teaching and learning through learning and doing. Specifically, we should do the following: First, students should do homework in moderation. As far as junior high school is concerned, students had better finish their written homework in class and consolidate their knowledge in time. According to the requirements of teaching materials, we can arrange necessary extracurricular practical activities such as observation, investigation, discussion, breeding, small experiments and small production. Security issues must be emphasized during the period. After completion, feedback the exercise results to the teacher in time. Second, teachers must choose some representative and open topics according to the actual situation of students and the key points and difficulties of this section of knowledge, and pay attention to the combination of difficulty and difficulty. Students are required to write neatly and operate in a standardized and orderly manner. Third, we should correct our homework carefully. Students' homework should be carefully corrected in time, and the content of correction should include the date of correction, grades and appropriate comments. For the problems in the homework, the teacher should make relevant records for feedback. We should pay attention to practical results and comment and guide students' homework when necessary. In this way, homework can reflect its role in teaching activities.
Besides homework, examination is also an effective way to check students' learning effect and teachers' teaching effect, and it is an inseparable part of teaching.
Biology teachers can't follow the doctrine of taking, and copy papers directly from the internet or reference books to give students exams. They should combine the characteristics of the students they teach and the actual teaching situation to make their own propositions. Only in this way can the exam reflect the most real situation. Therefore, teachers are required to have the corresponding test proposition ability. The test proposition ability is an integral part of the comprehensive ability of biology teachers, and every teacher has the obligation to write a good test paper. The examination proposition should be based on the new curriculum standards and teaching materials, starting from the students' reality, focusing on the basic knowledge and the ability to use knowledge flexibly. Judging from the content of the proposition, we should closely follow the knowledge content of the textbook and the requirements of the curriculum standards, and we should not stray from the topic. In the combination of all topics, there are questions that can be answered through the content of the textbook. There is also the problem of integrating theory with practice or various basic skills. It is necessary to grasp the difficulty of the test questions and consider them comprehensively. The final exam can be combined with the requirements of biology in the senior high school entrance examination. Generally, the proportion of difficult, medium and easy questions is controlled at 7: 2: 1. The difficulty coefficient is basically controlled at around 0.7. For some open questions, the answer cannot be unique, and the correction should be based on evidence-based answers, which is helpful to train students' divergent thinking and prevent students from thinking in a fixed way. After the examination, teachers should carefully correct the examination papers, analyze and count the examination results in time, sum up the teaching gains and losses, and make comments in time. If necessary, the examination quality should be analyzed and summarized in written form for future teaching reference. For underachievers, teachers should not ridicule them, but should encourage students to take the initiative and strive for good results in the next exam. Teachers should give appropriate praise to students who have made progress and improve their enthusiasm. Because biology is a subject based on experiments. Therefore, teachers should pay special attention to the cultivation and investigation of students' experimental operation ability.
For teachers to prepare lessons, teachers should change the single form of preparing lessons based on individuals. In the current curriculum reform period, students' independent inquiry and cooperative learning are particularly emphasized, and teachers' classroom roles have also changed. Because students' learning style emphasizes cooperative learning, teachers should also evaluate the situation and improvise. Therefore, teachers should adapt to the curriculum reform, master new teaching materials, and accomplish teaching objectives well. It is best to prepare lessons collectively, which is called brainstorming. The teaching objectives of the new curriculum reform are mainly divided into three parts, namely, cognitive objectives, ability mastery objectives and emotional education objectives. I'm afraid that one teacher can't finish the teaching task by preparing lessons. Besides, there is a process for teachers to adapt to new textbooks. During the current curriculum reform, many variables are unpredictable. If teachers in the same subject and grade prepare lessons together, they can make teaching preparation more adequate, thus reducing the burden of teaching and teachers preparing lessons, and of course achieving the purpose of resource sharing. If time doesn't allow collective lesson preparation every day, it can be adjusted according to the actual situation. For example, we can discuss and exchange lessons preparation and classroom teaching once or twice a week, so as to find out the missing and fill the gaps. In short, it is imperative to prepare lessons collectively to adapt to the new curriculum and meet the requirements of curriculum reform.
Although the textbooks are compiled by relevant professionals according to the syllabus, there are still some variables that are not easy to grasp in teaching. Biology can't be taught only by textbooks, but must be taught flexibly in close combination with curriculum standards. Some contents in the textbook are too much, too deep and too difficult, which can be deleted or properly taught according to the specific requirements of the curriculum standards. It is not required to cover all the contents in the textbook. Everything should be detailed, simplified and appropriate. This requires teachers to seriously study biology curriculum standards and understand the interpretation of textbooks. Only through intensive reading curriculum standards can we better grasp the content of teaching materials, complete teaching tasks and achieve excellent teaching results. Therefore, it is very necessary to study the teaching curriculum standards seriously.
For the scientific inquiry of junior high school biology, teachers and students don't have to follow the six processes of asking questions, making assumptions, making plans, implementing plans, drawing conclusions, expressing and communicating in class. They can make appropriate adjustments according to the different circumstances of the inquiry object and inquiry environment. For example, it is best to carefully observe some characteristics of the research object before asking questions, evaluate the problems after asking questions, and choose one or more questions with exploratory value to solve. As long as it's convenient, all the methods to reach the inquiry conclusion can be adopted. For the questions and conclusions of inquiry, if they can be extended in combination with the actual life, students should be encouraged to explore with their brains after class and write relevant inquiry reports.
Because biology is a course closely related to life practice. Therefore, it is necessary for teachers to carry out inquiry activities. To guide students to do inquiry activities well, we must know how to make rational use of relevant biology teaching resources. For example, campus resources include laboratories, libraries, botanical gardens, gymnasiums and other venues and facilities. Teachers can reasonably arrange students to develop and utilize these limited resources. If conditions and time permit, teachers can also guide students to use some off-campus biological resources, such as libraries, botanical gardens and parks in their own communities, zoos, aquariums and museums in cities and other places. How to make good use of these resources is very helpful for teachers to carry out diversified inquiry activities and also promotes students' interest in learning biology. If we can combine the above resources and conduct some on-the-spot investigations under the guidance of teachers, it will be more conducive to students mastering what they have learned through observation and hands-on operation, forming some biological skills, and also helping to cultivate students' good attitude and emotion in learning biology. Off-campus resources can make up for the shortage of on-campus teaching resources, and also provide favorable support and guarantee for improving teaching methods, improving teaching efficiency and adapting to the new curriculum. Therefore, it is very necessary to reasonably develop and utilize the resources inside and outside the school to teach the new biology course.
When the new curriculum is implemented to a certain extent, small-class teaching can be gradually carried out, and the advantages of small-class teaching will gradually emerge. For example, this will help teachers reduce their burden, facilitate teachers to carry out targeted teaching according to the individual differences of students, and be more conducive to the progress and development of students, so as to truly teach students in accordance with their aptitude. In this way, the effect of students' learning and teachers' teaching can be optimized, and the superiority of the new curriculum can be better reflected. However, small class teaching should be based on a certain foundation. For example, we should consider the problems faced by teachers, the problems of teaching facilities and venues, and the change of teachers' concepts. However, according to the current teaching situation in China, it is not enough to carry out small class teaching. This is mainly reflected in the shortage of teachers, especially in some remote areas, which requires relevant governments to take effective measures to encourage young people to teach in these remote areas. Although the government has taken some encouraging measures, the effect remains to be tested. For teaching facilities and venues, it has not yet reached the requirements of small class teaching, and even in some remote and backward areas, this problem is more serious. This requires the relevant government to increase investment, appropriately expand teaching venues and increase teaching facilities. Provide a favorable material foundation for small class teaching in the future. Then there is the change of teachers' concept, because the old teaching concept is deeply rooted in the hearts of many teachers. If teachers are suddenly asked to adopt different teaching methods according to the individual differences of students, it will inevitably be uncomfortable. In order to adapt to this teaching method, it is imperative for teachers to change their teaching concepts. Only by understanding the learning concepts related to small class size can teachers truly realize the necessity and superiority of small class size teaching. Then through some related publicity and training to strengthen awareness, I believe that after a period of time, teachers' ideas can be changed. The change of teachers' teaching concept means that they are always ready to teach students in accordance with their aptitude, which provides a solid spiritual foundation for small class teaching. On this premise, there is the material basis mentioned above. This means that the time is ripe for small class teaching. Only in this way can parents of teachers and students really feel the benefits of small class teaching. Instead of staying in the formal stage, it will only waste people's money and gain little.
In normal teaching, it is necessary to carry out open teaching in time, which is a good way to learn from each other, promote each other and improve each other. The content of open class activities includes three links: preparing lessons, attending classes and evaluating classes. Only by doing the first two links well can teachers achieve satisfactory results in the third link. What I want to emphasize here is that teachers can't achieve good results in open classes through fraud and opportunism.
The opening of open classes should be combined with teaching practice, which can best reflect the real situation of teachers' usual teaching. That is, open classes should pay attention to the original ecology (true temperament). Of course, this does not mean that open classes can be arbitrary, and the necessary preparations should still be there. For example, the preparation of teaching AIDS, teaching attitude, writing on the blackboard and other teaching routines should be thought twice before you act, and the teaching methods should be used flexibly according to the actual situation. After class, it is more conducive to the development of teachers in teaching to exchange discussions and reflect on the teaching situation, and to find out the missing and fill the gaps. Instead of repeating the same class several times, or revealing the main contents of the class to the students first, then coming to the public class, this will lose the meaning of the public class. As far as biology open class is concerned, we should pay attention to experimental inquiry. Teachers should carry out demonstration experiments or group experiments in class in time to stimulate students' thinking and pay attention to cultivating students' ability of independent inquiry and cooperative inquiry. In learning by doing, learning and doing complement each other, so that students can find problems, understand mysteries and experience the happiness brought by experiments in the process of doing experiments, and gradually improve students' interest in learning biology. Biological experiments should be combined with local conditions to make them scientific and operable, and try to guide students to use some cheap or discarded products commonly used in life as experimental equipment, turn waste into treasure, and publicize and understand the environmental protection concept of energy saving and emission reduction in experiments.
In today's era of rapid development of science and technology, with the popularization of computer applications, biology teachers should work hard to learn relevant computer knowledge and improve the production level of multimedia courseware. With courseware, the knowledge in biology can be displayed more vividly in front of students, which improves their learning efficiency, cultivates their interest in biology and is also very helpful to improve the teaching effect of teachers.
In multimedia teaching, multimedia courseware should not be too fancy, so as not to distract the listener. Multimedia courseware should be expanded on the basis of closely following the content of teaching materials. For example, students can be guided to sum up relevant knowledge through some interesting short stories or video clips, and then connect with real life. In addition, we should pay attention to some reading materials in books, make use of them, extract knowledge from them and expand our knowledge. At the same time, necessary emotional education should be given to students in time to further enhance their interest in biology.
When asking questions, there should be levels, and the way and content of asking questions should also be changed according to different situations of students. Usually, we should do a good job in the ideological work of students with weak foundation or timidity, encourage them to speak enthusiastically, and improve their self-confidence through constant tempering. Avoid always asking some excellent students questions, leading to a few authoritative, which may stifle the enthusiasm of other students and limit their ability to play. In short, questions should be considered comprehensively and all students should be encouraged to interact and answer questions. When discussing and answering questions, we should discuss in groups, encourage team members to cooperate, think positively and take turns to answer. Finally, teachers and students sum up and solve the problem. In this way, a good classroom atmosphere will naturally arise.
To sum up, open classes should not be superficial and grandstanding, but should return to nature and arrange the classroom content reasonably, so as to truly reflect the classroom atmosphere, students' mastery of what they have learned and teachers' teaching situation. An open class that can adapt to the local teaching environment, make students study happily, learn something, teach something and have fun is a good open class, which can play a role in attracting jade.
The effect of open classes can be evaluated not only by experts and teachers, but also by students and even parents. Through comprehensive evaluation, we can find out the highlights and shortcomings, learn from them, constantly reflect and summarize, improve in future teaching, and constantly improve teaching ability, thus reflecting the value of open classes.
To sum up, biology teaching must infiltrate the idea of adapting to the structure and function of biology and grasp the relationship between biology and environment. When introducing biological structure and its function, we should pay attention to contrast, connect with reality, draw inferences from one another, prioritize, be detailed and appropriate, and be as easy to understand as possible. When making a class summary, don't just summarize by the teacher, and don't simply follow the topics in the book. Teachers should guide students to summarize what they have learned in their own language. Summary requirements are targeted, concise and in-depth. This can train students' thinking and inductive ability. Only by infiltrating new teaching ideas into teaching can we truly reflect the superiority and necessity of the new curriculum reform. Although this process is rather long, as long as the teachers and students are firm in their confidence, keep pace with the times, and go on bravely step by step, they will certainly be able to go wider and wider on the road of new biology curriculum reform, and finally achieve the goal of greatly improving the comprehensive ability of biology teachers and comprehensively developing students' biological literacy!