After many times of new curriculum training and my own practice in actual teaching, combined with the recent re-study and serious summary of the new curriculum standard, I am deeply touched. My experience is that the new curriculum standard expresses the basic importance of biology in highly summarized language. The new biology course faces all students, and students are the main body of learning. The core of biology learning should be inquiry. The content of the new biology curriculum should meet the needs of society and students. Biology curriculum should be open, and attach importance to students' individualized development and the cultivation of practical problem-solving ability. The three-dimensional goal of the new curriculum fully embodies knowledge, ability, emotional attitude and values. The specific experience is summarized as follows. First, seriously study the new curriculum standard, deeply understand its essence, and update the scientific education and teaching concept. In biology teaching, we should pay attention to junior high school students' innate interest and need to explore the surrounding world, emphasize learning science in a way suitable for junior high school students' age characteristics, and pay attention to shifting the concern about students' "learning" to the concern about the surrounding world. It is necessary to carry out scientific inquiry training, understand the general process, principles, methods and key points of scientific inquiry, and understand the essence and core role of scientific inquiry in science. At the same time, it should be supplemented by the necessary basic knowledge of biology, so biology teachers must have profound and extensive basic knowledge, understand the main basic facts of biology, understand its basic concepts, and be familiar with and understand some auxiliary experimental and theoretical knowledge. In addition, teachers should know the basic content, learning methods, teaching methods and students' situation, and apply these knowledge to biology teaching. Moreover, biology teachers should also have all kinds of skills needed to guide students' inquiry activities, as well as new methods and new ways to improve teaching, evaluation and curriculum setting. The ancients said, "Learning is not enough, teaching is difficult." If you don't know enough, then you can reverse; Advance despite difficulties, and then strive for self-improvement. So: teaching and learning are also good. "Therefore, only through continuous learning, continuous practice, continuous thinking and summary can teachers improve their teaching professional level. Second, to attach importance to students' personality development, we need to boldly reform the traditional classroom teaching mode, advocate and actively practice heuristic, discussion, cooperation and inquiry teaching, strengthen biological experiment teaching, actively adopt multimedia-assisted teaching such as computer network, and integrate biology and information technology to make the classroom atmosphere active and interactive. At the same time, it pays attention to individual counseling for students, so that each student can truly become the master of learning and promote the development of students' personality. The new curriculum standards and new textbooks reflect the above spirit well. Third, vigorously advocate "open" teaching and educational informatization, so that the sharing of educational resources becomes a reality. As an effective way of knowledge dissemination, computer network is being applied in an unprecedented way. The future economy will be transformed into a network economy, and the industrial development of knowledge economy will become increasingly global and networked. These characteristics of knowledge economy require "open" education to cultivate a large number of talents with extensive knowledge, strong ability to absorb knowledge and open mind. Appropriate introduction of cooperative teaching in new curriculum standards and new textbooks has increased the interaction and cooperation between students and between teachers and students, and realized the openness of biology classroom. For example, to explore the experiment of "biological characteristics of gene control", after the teacher arranged the content and learning method of this class before class, the students went home to investigate the characteristics of their families and relatives. In class, students will cooperate with each other and study in groups. Students will discuss, encourage and help each other in the process of exploring experiments. The knowledge and information in the classroom will be transmitted in many directions, and students will learn easily, lively and happy. In this open class, students learn to cooperate with each other, learn how to get information in communication with others, and learn the ability to deal with information. This has a subtle effect on cultivating students' open mind. Fourth, the new curriculum requires students to change from passive, mechanical and rigid learning methods to active, cooperative and inquiry learning methods. From the past "want me to learn" to "I want to learn". How to achieve this change, the key is whether the classroom can really be handed over to the main students. Teachers are no longer the masters, rulers and speakers of the classroom, but the guides, organizers and collaborators of students. For example, in the section "External factors affecting seed germination", a student asked, "Teacher, I think seeds must germinate in the soil, because I see that when farmers sow wheat, corn, soybeans and other seeds, they are all buried in the soil before they germinate? "I don't think soil is a necessary condition for seed germination, because when my mother gave birth to soybean dishes, she covered the seeds in a wet washbasin under the quilt." Another student went on arguing. Questions that need to be explored arise from students' questions. After students' discussion and analysis, controversial issues were solved under the guidance of teachers. In the new curriculum classroom, such tit-for-tat questions often appear. Teachers take the opportunity to mobilize all students to analyze and solve problems, and the inquiry learning method begins. Give full play to students' initiative and enthusiasm. In the fierce debate and analysis, they not only solved the problem, but also learned knowledge, and students unconsciously improved their ability to ask questions, analyze and solve problems. Fifth, the new curriculum standard requires putting experiments into practice. The experiment requires cultivating students' ability of active participation and cooperative inquiry, paying attention to both the results and the process of the experiment, and requiring students to learn while doing. This is also an important content of new curriculum evaluation. Experimental materials and instruments are used to motivate students to prepare. The process of students' preparation is the process of learning and thinking, and the process of analysis and identification. For example, in the section "Flowering of Plants", the class gathered all kinds of flowers collected by students from fields, roadsides and mountains, which greatly enriched the course resources. Each group cooperates with each other, observes and dissects each other and enjoys resources. Students intuitively and vividly master the morphological structure, color and smell of various flowers, which is much better than the teacher's description of students sitting there listening in words. There are many similar examples, such as: students raising silkworms, collecting mice and girls, earthworms, catching slugs, locusts and so on. I won't list them one by one. This experimental method pays attention to the whole process of the experiment, which enables students to learn the division of labor and cooperation, take the initiative to participate, learn to observe and analyze, reduce the burden on teachers and enhance students' experimental ability. Sixth, classroom teaching is closely related to solving practical problems. Traditional teaching often only pays attention to the acquisition of knowledge, but not enough attention to the acquisition process and application of knowledge after acquisition, thus resulting in a learning situation of rote memorization and mechanical memory. What you have learned is dead knowledge and cannot be put into practice. Now, whether students ask questions or teachers and students cooperate in learning, it is inseparable from solving practical problems, learning and even using them, so that students can realize the importance of biological knowledge from the real life around them. For example, why water the ground before sowing? Why does each variety have a fixed sowing season? Why is the yield reduced in the rainy days of wheat "flowering"? Why do you need to bring more clods when transplanting rice? Why will the next rain reduce the yield when the wheat is about to mature? When storing food, why do you dry it? Why the cantaloupe in Xinjiang is especially sweet, and so on, the confused problems that students often encounter in class are solved through the discussion, demonstration and help of teachers. The students' sense of accomplishment is beyond words. Seventh, the process evaluation of classroom teaching. The students study hard. Traditional teaching only pays attention to the final evaluation and entrance examination, ignoring the process evaluation, which leads students to despise the learning process and only pay attention to the learning results. The initiative and cooperation in learning are poor. The evaluation after the curriculum reform is implemented in every class, regardless of the process of students asking questions, answering questions, collecting information and doing experiments, which greatly stimulates students' learning motivation. Every link in the classroom is seriously invested, thus strengthening the learning process, indirectly affecting the learning results, and making students' various skills and abilities widely cultivated and improved. In short, the new curriculum is student-centered and activity-centered, so that students can learn to cooperate and explore in activities. The new curriculum will focus on innovation, pay attention to the cultivation of students' innovative ability, and stimulate students' creative desire and innovative spirit. Teachers should take the lead in the new curriculum reform. Learning high is a teacher, and being respected is an example. In daily education and teaching, teachers should constantly recharge their batteries, learn new knowledge, improve their self-cultivation, implement the guiding ideology of new curriculum standards, update their concepts, improve teaching methods, and strive to become a qualified and mature biology teacher.