How to improve junior high school students' interest in learning biology

How to improve junior high school students' interest in learning biology

Interest is the best teacher. Einstein once said: "If students' enthusiasm is mobilized, the courses prescribed by the school will be accepted as gifts. "How to improve students' interest in learning biology? I made the following attempts in class. First, take students out of the classroom; Second, take students to play games; Third, guide students to do family experiments; Fourth, activate the classroom with questions. Through flexible classroom teaching, I found that students' interest in learning is very high, and their biology scores are obviously higher than other classes.

Key words: improve interest, bring out classes, games, family experiments, and activate classes.

After teaching biology for 16 years, I am often glad to hear my colleagues say: My children like your biology class best. Or the Chinese teacher told me that children often write in their diaries that they like biology classes very much. Considering the reasons, I think the most important thing is that I don't take teaching biology seriously! In my class, children almost do whatever they want.

Einstein once said: "If students' enthusiasm is mobilized, the courses prescribed by the school will be accepted as gifts. "Interest is the prelude to understanding things and the key to developing intelligence. If students are not interested in knowledge, there will be no "desire" and "demand". Once they are interested in what they have learned, they will be very happy and actively study independently, thinking that learning is a kind of enjoyment. So, how to improve junior high school students' interest in learning biology? I made the following attempts in class.

First, take the students out of the classroom. For example, in the teaching of exploring the influence of light on the life of rat girl, I sorted out the pictures and life habits of rat girl before class. Let the students have a general understanding of rat girl. After class, I divided the students into eight groups, and under the leadership of the group leader, I caught rats and women at school, requiring that the number of rats and women in each group should be no less than 10. (In practice, some groups can't meet the requirements. I will ask other groups for support, and sometimes I will merge groups. After the arrest, each group was asked according to the experimental design before class (after the inquiry, students were reminded to release the rat and girl into nature), and each group recorded the experimental process and results. After the experiment, the students returned to the classroom, and each group of reporters reported the inquiry process and conclusions of the group, and the students exchanged some questions during the experiment. In addition to the influence of light on the life of the mouse girl, some students also designed an experiment on the influence of temperature and humidity on the life of the mouse girl. The classroom is basically full of students' busy figures and angry quarrels, and I just have to sit quietly and watch the tigers fight. Another example is the teaching of "biological adaptation and its impact on the environment". I will also take students out of the classroom and let them feel the competition of plants for sunlight and water, as well as the interaction between creatures. I will also ask students to compare the roots of plants with the same size and similar size in wetland and dry land, and let them think about the reasons why the roots of dry land plants are more developed, so as to deepen their understanding of biological adaptation to the environment. Compared with traditional teaching methods, I think this kind of "take-away" teaching can not only stimulate students' interest in learning, but also enhance students' practical ability, language expression ability, teamwork spirit and sometimes even stimulate students' creativity. For example, in the inquiry teaching of mouse girl, some students in our class designed a glass box to observe the influence of light on mouse girl's life.

Second, take students to play games. Lively and active is a child's nature. If teachers can carefully analyze the characteristics of teaching materials, fully consider students' psychological characteristics and cognitive laws, closely connect with students' real life, create a lively, relaxed and happy biology classroom atmosphere, and design some appropriate teaching contents into game-based learning activities that students are willing to participate in, so that students can make progress physically and mentally and cooperate with each other in playing, learning, thinking and walking. Biology class is not only limited to the knowledge, understanding and accumulation of biology, but also can be a process of discovering beauty, appreciating beauty, experiencing beauty and creating beauty, so that students can enjoy the influence of beauty and emotion. For example, when studying gender determination, I asked each group of students to prepare two envelopes. One envelope contains 65,438+000 pieces of paper with X, representing sperm, and the other envelope contains 50 pieces of paper with X and 50 pieces of paper with Y, representing eggs with X chromosome and eggs with Y chromosome respectively. Wash these pieces of paper randomly and evenly. Students in the group take a piece of paper from each of the two envelopes and combine it into XY (representing the birth of a boy) or XX (representing the birth of a girl). Repeat the experiment, let the students know how the gender is determined in the game, and rationally understand the equal opportunities for boys and girls. For another example, when it comes to the change of body color with the surrounding environment, in order to let students understand the biological significance of body color change, I asked students to play a "predation" game. Students played the predator of birch moth, and some small pieces of paper with different colors spread on red paper played birch moth. Through predation, students find that the closer the background color is, the less likely it is to be preyed, and the ones with big color contrast are always eaten first. Through the game, students intuitively understand that protective color is actually the result of biological adaptation to the environment.

Third, guide students to do family experiments. As science teachers, we should pay special attention to let students experience science-based learning activities. By arranging extracurricular experiments in advance, students are encouraged to ask questions boldly, design experiments creatively, operate by hands, observe carefully and explore independently. At the same time, teachers also put forward their own experimental designs and results to stimulate students' interest in inquiry. Such teaching activities are conducive to developing students' abilities, enabling them to learn scientific methods, understand the nature of science, improve their biological science literacy and help them form scientific attitudes and values. For example, the teaching of external conditions required for seed germination. It is impossible to explore the external conditions of seed germination in class. So I gave my students homework a week ago, and asked them to design experiments to explore, observe carefully and make records. The experimental results were taken to the classroom for evaluation. The reasons for failure let students communicate in class, and continue to explore the influence of other factors on seed germination after class. For example, I once asked students to continue to explore after class, "Is music good for seed germination?" Students are very interested in this topic. Through experiments, they not only know what basic conditions are needed for seed germination, but also know that factors such as music can also affect seed germination, which makes them realize the magic and hard-won life. This is difficult for traditional classroom teaching.

Fourth, activate the classroom with questions. A classroom without questions is boring, and a classroom without good questions is a failed classroom. So, how to make questions lead students to roam the mysterious biological world comfortably in biology class? In my biology class, I divided the problem into two parts. Part of it is asking questions before class. These questions are carefully designed by me to check students' mastery of old knowledge or introduce new teaching. The other part is the problem between students. There are two kinds of questions to check students' questions in class: multiple-choice questions and fill-in-the-blank questions. I stipulate that students will be deducted 1 point for answering two questions in a row, and 5 points for answering two questions in a row (students' individual points or scores will be accumulated into the group scores). Facing different students, I will write different difficult questions. If I answer the first question wrong, I will choose a simpler question and give him a chance not to deduct points. For students who study well, I will give them some difficult questions, which will make them feel very challenging. Because most students can get rewards with a little snack, few people are punished, so everyone likes this way. After all, success is what every student wants. For relatively simple textbooks, I usually let students study by themselves in groups. In class, ask the group leader to collect the questions of the group and write them on the blackboard. Students can answer each other and ask meaningful questions. The group will get 65,438+00 points, and the answer will get 65,438+00 to 65,438+05 points. Every achievement will be recorded on the form by the branch representative, so that the students can gain happiness in the competition, stimulate their fighting spirit in happiness and truly learn happily.

This is my attempt to teach biology from 16. I think students need happiness, and where does happiness come from? To be happy, you must first have respect. With respect, students will be interested, and with interest, students will succeed. After successful experience, students will have a real sense of learning happiness, not utilitarian happiness. In my class, I don't take teaching seriously, which is actually the greatest respect for students. The students in my classroom are the masters, so the students are willing to move, and with some flexible and interesting teaching methods, it is difficult for students to learn well! Of course, classroom teaching is an art that has always been hated. Self-reflection I still have many shortcomings. I will grow up with students in teaching and gain more success and happiness together!