Method 2: Group discussion. On the basis of each group's opinions, send representatives to the stage to report the results and form a group discussion. Finally, it is fully proved that stamens are the main part of flowers, and at the same time, the students are clear about the role of corolla. Mode 3: group discussion, individual free speech, mainly applicable to two situations. First, classroom case discussion can take three ways: random selection, raising hands and group recommendation. The second is to let students speak freely for 3~5 minutes before each class, usually with the student number determined by the teacher in advance, supplemented by students' free speech. Mode 4: Group Debate Competition, which is generally aimed at a hot issue with great social differences-it can promote students' learning. In group discussion, teachers need to give appropriate guidance, which determines the depth and direction of learning and plays an important role in the success of the results and the gains of students in learning.
Therefore, we should grasp the timing and discretion of intervention and guidance. Students' early intervention, without full discussion, will often stifle students' personalized understanding of problems, so that excellent students will lose the opportunity to find and solve problems themselves, while poor students will have dependence.
On the other hand, if the intervention is too late, when students are disoriented or lack cooperation, and teachers are in urgent need of guidance, and teachers do not help them in time, students will often be in a state of blindness and helplessness, and even deviate from the goal and direction of cooperation, which will affect the learning effect. In addition, we should tell students to change their role consciousness and cultivate them to learn some necessary cooperative communication skills and rules.
For example, learn to listen to others' speeches, respect others' opinions, accept others' constructive views, learn to reason, and explain your own views effectively.
Paying attention to evaluation methods is an inherent requirement to improve the implementation effect of group discussion teaching. The traditional evaluation method emphasizes the competitive evaluation of individual status in the whole, which is not conducive to the development of most students. We should take "respecting every student and making every student progress" as the ultimate goal and scale. Change the learning competition between individuals into the learning competition among groups, and form a pattern of "cooperation among members in the group and competition among members in the group".
At the same time, it is necessary to make an encouraging evaluation of the whole group study in time, so that students with good foundation feel that it is not enough to rely on themselves, and they must try their best to help the group members, while students with poor foundation realize that the success of the group depends on the joint efforts of each member, realize their responsibility to the group, turn pressure into motivation, and make the group interact, help each other and make progress, thus achieving the purpose of teaching evaluation.
In a word, the study of group discussion in biology classroom teaching can improve students' ability to acquire knowledge and creatively solve problems, develop students' communication ability, give full play to students' subjectivity, and make students really become the masters of learning.
However, there are also some problems in the operation, such as the need for sufficient time, clear discussion topics, and students' full knowledge preparation. At the same time, it puts forward higher requirements for teachers' own quality and personality charm.