How to cultivate students' interest in learning biology under the background of new curriculum

How to Cultivate Students' Interest in Learning Biology

Biology teacher Huang Jingshang

Interest is the best teacher. If students are interested in a subject, they will have a strong thirst for knowledge, independent study, independent exploration, independent access to subject materials and active participation in learning. As a teacher, we should be good at cultivating students' interest in this subject and get twice the result with half the effort.

Biology is a distinctive subject, which is not only based on experiments, but also closely related to life. Food, clothing, housing and transportation in life are closely related to biology. Current hot topics, such as avian influenza and SARS, are inseparable from biology. Cutting-edge science such as cloning, DNA fingerprinting, human protein group project and human brain project are also closely related to biology, and students are also very interested in these knowledge, so it is easy to arouse students' enthusiasm in biology class. According to the characteristics of biology, it is entirely possible for us as biology teachers to cultivate students' strong interest in biology. So, as a biology teacher, how can we cultivate students' interest in learning biology?

First, the prerequisite: to be a teacher, to be a teacher that students respect and love.

To cultivate students' interest in learning, we don't mean to cultivate. The premise is to be a teacher that students respect and love. Under normal circumstances, Chinese teachers are highly respected, because Chinese teachers have a deep knowledge of writing, are knowledgeable, talented and knowledgeable. If a biology teacher wants to make students respect him, he should also strengthen his cultural accomplishment and strengthen the specialized research of professional knowledge and related knowledge. In daily life, students always ask some strange biological questions. For example, my students asked me: Why is green banana not sweet, but it will be sweet after a few days of yellowing? Why do shrimps and crabs turn red when cooked? For another example, a student asked why whales are so big that they don't sink into the water when they sleep. How strange! For another example, after learning the knowledge about nucleoli and ribosome formation, students ask why bacteria have ribosomes without nuclei and nucleoli, which is very professional! Our teachers should try their best to help students solve problems. If the teacher doesn't understand, he may say, "What to ask after class, and honestly understand what was said in class." Then, it will discourage students and destroy their interest.

We biology teachers should not only strengthen cultural cultivation and professional knowledge research, but also strengthen ideological and moral cultivation. After all, a teacher is a teacher, teaching and educating people, ordinary and great, influencing personality with personality and shaping soul with soul. On the contrary, if a teacher lacks culture and is vulgar in ideology and morality, it will only affect the teacher's image, and will only attract white eyes and spit on him. How can we make students interested in your subject?

1, be a biology teacher that students like.

If a teacher is very popular with students, then students will naturally like your subject and interest will naturally come. On the contrary, if a teacher makes students feel sick, how much interest will he have? I have some experience in being a teacher that students like. Doing things seriously, working hard, working hard and being meticulous will be praised by students. At the same time, we should establish a good teacher-student relationship. Smile at students in class and create a relaxed learning atmosphere. Counseling after class, communicating with students, and narrowing the distance between teachers and students. Communicate more and care about students, and you will be very popular.

Be a respected teacher and a biology teacher that students like, then students will naturally like biology, so it is much easier to cultivate students' interest in learning biology now. Now it depends on how the teacher guides in the teaching process.

Second, guidance and training.

1, eclectic, innovative and wonderful.

There is a "problem discussion" before the chapter of the new biology curriculum in senior high school, which is used to introduce the new curriculum. However, some "problem discussion" is not closely related to the teaching content, so it can't be introduced well, some can't arouse students' interest, some are too difficult, and many are really difficult. The new curriculum idealizes students too much, and many problems discussed are difficult from the students' point of view. Some students can't discuss anything at all according to their pre-class cognitive level. For example, in protein, the main undertaker of life activities, there are two problems. One is "Do you know what is the main role of protein in life activities?" Students knew before class that protein was a nutrient and insulin was protein (although they didn't necessarily know it. Another question is "why do some foods add certain amino acids?" Students don't know the concept of essential amino acids at all, and it's a waste of time to ask. We can design the lead-in ourselves, and we can't limit ourselves to the "problem discussion" of textbooks. For example, you can show some pictures of "big-headed dolls" with multimedia, and then introduce the "big-headed dolls" incident in Anhui Province a few years ago. This is because the doll ate fake and shoddy milk powder, because protein was missing from the milk powder, and then explained the importance of protein. In this way, we can deduce protein and illustrate the importance of protein through pictures and stories. For another example, the section on "Sex-linked Inheritance" is also difficult to discuss. We can introduce them like this. First of all, let's do a test, and show the red and green color blind discrimination pictures with multimedia. Now students' enthusiasm is high and their enthusiasm is mobilized. Then you can also introduce the discovery process of color blindness and the majors that color blindness patients can't apply for, such as art, painting, art design, photography and so on. And it can remind color-blind patients to be careful when crossing the road, so this class will have a very easy start. A successful introduction can be said that this lesson is half successful.

2. Make the class interesting.

Humorous people are popular everywhere, and so are humorous teachers, which are very popular with students. Even before class, they will be full of energy, with their trunks straight and their eyes fixed on you and walk into the teacher's classroom. However, not everyone is humorous. However, according to the characteristics of biology, it is entirely possible for us to make the class more interesting.

For example, when talking about anaerobic breathing products, I said in such a grandiose and absurd way: "Some students in our class like playing ball very much. They are holding the ball on the court, flashing left and right. They were brave, but the next day, they were not well-they were disabled (the students laughed) because their muscles were sore all over. Why? (The product is lactic acid).

Speaking of fertilization, I told you this: "Before every life is born, there are a group of sperm rushing to combine with egg cells, and the fastest one can combine." In other words, before the birth of life, each of our classmates was a champion, the fastest, the strongest and the best. You have defeated thousands of opponents in Qian Qian, and you have become you, so you have to believe in yourself and you are yourself. "

When talking about the differences in biological characteristics, we can contact examples in life. For example, some people are like their father, and some people are like their mother, but this is not interesting enough. I once saw an example in biology teaching in middle school, and the author introduced it very well. Wu Dalang and Song Wujin made a comparison. One is short, the other is big, and both of them were born by the same mother, but there is a big difference. In this way, students can easily understand that there are differences in traits between organisms, and the class can also be said to be interesting.

When talking about the creatures with more females and fewer males in the sex ratio of the population, I asked the students what kind of creatures bees are, and the students replied that there are more males and fewer females. Wrong, worker bees and queen bees are both females. The queen bee grew up eating royal jelly and became the queen bee. Worker bees eat pollen, which makes them stunted and become worker bees. Students will find it strange that the one who is busy all day is a woman, which is in great contradiction with her previous understanding. It's incredible, very strange, and she thinks biology is so strange and interesting!

Also, suspense can be set to increase interest. When I was talking about "sex-linked inheritance", I designed it like this. In a family, the mother is normal, the father is color blind and the son is color blind. So who is the "fierce" hand, who will pass on the color blindness gene to his son? Is it a father or a mother? "Now the doctor says it's dad, and the biology teacher says it's mom. Who do the students trust? " The answer was beyond the students' expectation. This is handed down from mother to son. How can it be so strange? Students feel very interesting and confused. At this time, students have a strong thirst for knowledge and my goal has been achieved.

Wait, there are many more examples. In a word, it is easy to make biology class lively. As a biology subject, we can fully mobilize the enthusiasm of students. Through this channel, students' strong interest in learning can be cultivated.

2. Strengthen experimental teaching.

Biology is based on experiments. Doing biological experiments can not only cultivate students' interest in learning biology, but also cultivate their practical ability and deepen their mastery of subject knowledge. For example, when studying the diversity and unity of cells, there was the first experiment of high school biology-the use of a microscope. In the experiment, it was found that many students had never used a microscope in junior high school and were interested. After watching several films in half a class, they can finally sum up the main differences between eukaryotic cells and prokaryotic cells. For another example, in the experiment of detecting sugar, fat and protein in biological tissues, students actively cooperated in groups, successfully completed the experimental teaching content, and remembered the knowledge points such as reducing sugar and phenanthrene reagent turning red deeply. Schools with conditions should do more experiments, and students will like experimental classes very much.

3, the use of multimedia and other forms of class

Multimedia, video, wall charts and other teaching forms can display the teaching content intuitively, and students are full of interest and accept it gladly, which can achieve twice the result with half the effort. Although there are some shortcomings in multimedia teaching, such as flashing slides, students can't tell the key points and difficulties, and can't take notes. There is no doubt about the advantages and benefits of multimedia. We can make full use of the advantages of multimedia in the classroom to guide students into the best learning state. For example, when I talk about the transmembrane transport mode of substances, I use multimedia to teach that the three transport modes of substances in and out of cells are very intuitive. When talking about photosynthesis, the media showed priestley's experiment, saxophone experiment and isotope experiment to determine the source of oxygen in photosynthesis, which was very interesting and intuitive, and the students liked it very much. For another example, when talking about Griffith's pneumococcal transformation experiment "DNA is the main genetic material", there is an interesting courseware. This courseware demonstrates the experimental process of several lovely mice, in which the mice fell down after being injected with S-type bacteria, which is very vivid and can attract the attention of every classmate in the class. Then I asked the mice what would happen if they were injected with a mixture of heated S-type bacteria and nontoxic R-type bacteria? At this time, the students were already in high spirits and answered their answers one after another. After the demonstration, the mouse died and asked why. At this time, the students have actively found the answer in the book ... In fact, during the demonstration, the students got the required teaching content, which is a very relaxed class.

Conditional schools can design more multimedia teaching, create an intuitive, vivid, relaxed, interesting and efficient classroom, optimize and beautify the classroom, and cultivate students' interest in biology.

4. Pay attention to the mastery of basic knowledge and give students the joy of success.

As a comprehensive subject, considering the future development of students in discipline X, we should not analyze too difficult knowledge in the teaching process. The main teaching task is to grasp the foundation and attach importance to the cultivation of basic knowledge. If students have a solid foundation, they can develop independently regardless of whether they study liberal arts or science in the future. At the same time, when we take the exam, the topic should not be too difficult, which not only meets the comprehensive requirements of the college entrance examination, but also gives students confidence. If the difficulty is appropriately reduced, such as the liberal arts class in senior two, this is how I set the questions. Foundation: medium: difficult = 4: 5: 1. Although it is not reasonable, the result gives students the joy of success and gives them confidence, self-confidence and motivation, which can promote the sustainable development and progress of students' learning biology. In addition, you can also record students' test scores and praise progressive students. Through encouragement and praise, we will find that the more students learn, the more energetic they are, the better they learn, and gradually cultivate a strong interest in learning.

These are some of my thoughts and experiences over the past year. I am simple and humble, and I will criticize and correct my mistakes. But I always believe that the subject of biology is very distinctive, and it is entirely possible for us as biology teachers to cultivate students' strong interest in biology. As a biology teacher, we should be good at cultivating students' interest in learning biology.