CATDOLL : CATDOLL: How to make biology classroom full of vitality and vigor

1. Create classroom vitality from the teaching position of biology teachers

Since ancient times, the three-foot podium has been a holy place for teachers to express their passion, but it has also created an insurmountable gap between teachers and students. Therefore, few students dare to walk onto the podium without the teacher's permission. The teacher's position in the classroom is one of the important means to revitalize the enthusiasm and vitality of classroom teaching. The teacher always stands on the podium to explain, and walks among the students to communicate; standing at a fixed point is preaching, and dynamic walking is cooperation. Therefore, the teacher's position in the classroom directly affects the effectiveness of classroom teaching and the development of students' learning potential. When teachers stand in a fixed position for a long time, students will form a fixed mindset, which will cause some students to reduce their learning motivation, and make students feel that the teacher is high above and must be looked up to. This undoubtedly forms an unequal relationship, which will make them feel depressed, and thus make the classroom lose vitality. The new curriculum advocates that teachers are collaborators, promoters and guides of students' learning, and are partners in students' learning. Therefore, teachers should lower their center of gravity, step down from the podium, go deep into the students, become one with the students, communicate and discuss with the students, participate in teaching with an equal attitude, narrow the distance between teachers and students, eliminate the barriers between teachers and students, and through more exchanges and discussions between teachers and students, and among students themselves, the learning atmosphere will be more enthusiastic, and the classroom will be full of vitality.

2. Create classroom vitality through biology teachers’ posture and language

The dull atmosphere of classroom learning is often related to the dull and lack of vitality of the teacher's language. The teacher's language plays an important role in imparting knowledge, opening the mind, and cultivating personality. It is also a catalyst for livening up the classroom atmosphere and stimulating learning motivation. The teacher's language is vivid, humorous, and imaginative, which can easily arouse interest in learning; the speed of speech and the changes in pitch can easily make people excited and pay attention, bringing vitality to the classroom. The teacher's behavior, demeanor, appearance, and posture in the classroom also affect the students' learning mood. The teacher's friendly teaching style and appropriate body language can bring students a good learning mood and a positive interest in learning. Therefore, if the teacher can smile, be friendly and generous, and be dignified in the classroom, and can infect students through gestures, postures, and demeanor, and make gestures graceful, postures appropriate, and expressions bright, coupled with ups and downs, humorous language, students can respond positively, form good interactions, and thus have a strong interest in the content they learn.

During the teaching process, teachers should combine biological knowledge to make the explanations fascinating, ask questions that inspire thinking, answer questions in depth, make difficult points easy to understand, describe biological concepts and principles carefully, use biological terms accurately, and combine with the ups and downs of tone. The entire biology class will be filled with joy and vitality.

After introducing the knowledge of "xy-type sex determination" in high school biology, the author made the following narration: "Everyone knows that in feudal society, female compatriots suffered many humiliations. For example, when a daughter-in-law gave birth to a girl, the mother-in-law who wanted to hold her grandchildren would blame her: What kind of belly do you have? Do you want to end the family line? This is really a snow in June, an injustice that will last for thousands of years. Now students know that the key to having a boy or a girl is whether the x sperm or the y sperm combines with the egg cell, and the responsibility cannot be pushed onto women. Dou E, you have finally overturned the mountain that was pressing on you and have been liberated. Congratulations! xxx (female student's name), as a member of the female group, what do you think should be done most? Who should we thank? Yes, we should thank Mendel and Morgan. Without them, there would be no genetics today. In the future, if you don't give birth to a baby that satisfies your mother-in-law, you can tell her: It's not my fault, it's your son who is too careless! Can you say that? Male compatriots, how will you react when people blame you? God, it's unfair! It's unfair! Female compatriots, don't do to others what you don't want others to do to you! Why do you say that? Let's discuss whether the statement "Whether a boy or girl is born depends on the man" is correct..." The alternation of male and female voices, coupled with the vivid expressions and postures, triggered bursts of laughter and applause. The serious scientific theory was melted and penetrated into everyone's blood in a relaxed and happy atmosphere.

3. Let multimedia-assisted teaching create vitality in the classroom

With the rapid development of network and multimedia technology, multimedia technology has been widely used in biology classroom teaching. In the process of assisting biology teaching, although multimedia has shortcomings such as short air time of key content, fast page update, and poor learning reproduction effect, it can give full play to the functions of multiple elements such as sound, electricity, light, shadow, shape, color, etc., and transform abstract and complex biological knowledge into vivid text, images, and videos, so that animation and audio-visual can be combined to stimulate students' hearing and vision at the same time. The content in the courseware will provide students with a unique perspective, fresh pictures and accurate dynamic processes, which not only brings new audio-visual effects to students, but also improves students' learning interest and learning efficiency.

For example, the process of mitosis and meiosis is difficult for students to understand through verbal descriptions. If the courseware can be used for dynamic demonstrations during the explanation, the students' understanding process can be accelerated. Another example is the process of photosynthesis. Even through static diagrams, students cannot fully understand it. However, the use of animation software for the cycle of light and dark reactions not only increases students' interest in learning, but also deepens their understanding and mastery of this part of knowledge. The appropriate use of multimedia courseware obviously plays a very unique role in improving classroom teaching effectiveness and stimulating classroom vitality.

4. Use teaching strategies to revitalize the classroom

The dull classroom atmosphere is often related to the teacher's lack of teaching strategies. If teachers can adopt effective strategies based on students' classroom performance and stimulate their desire to learn, they can make students want to learn, be able to learn, learn well and persist in learning, thus making students show a high degree of enthusiasm for learning and making the classroom full of vitality.

1. Question-based learning, activation through questions

Bruner's discovery learning theory believes that when learning, teachers should not tell students the teaching content directly, but provide them with problem scenarios, guide students to study the problems, and let students collect evidence by themselves to make discoveries. Therefore, in classroom teaching, teachers should give full play to their leading role, constantly design learning questions, guide students to read, think, and explore with questions, guide students to communicate and cooperate with questions, and fully tap students' enthusiasm and initiative in learning. Of course, the design of questions should be based on the internal mechanism of students' learning, so that students will want to learn based on their internal motivation. If students do not know any of the questions designed by the teacher, or students know all the questions designed by the teacher, then these questions are invalid questions and cannot stimulate students' enthusiasm for learning. For example, after the teacher finished talking about "the absorption and utilization of water by plants", he designed and assigned such a question: The picture below is a plant cell. Please analyze the state of the cell.

This question is an open question. From the perspective of relative stillness, the cell may be in an immediate dynamic equilibrium state; from the perspective of movement, the cell may be in the process of plasmolysis or plasmolysis recovery. Open questions and open answers are derived from textbooks but slightly higher than textbooks. They provide students with a broad imagination space and a stage to show their own level, prompting them to expand their thinking, actively explore, and obtain colorful answers, which greatly stimulates students' desire for knowledge, thus achieving the expected effect of classroom teaching.

2. Prolong the judgment time of the problem

For the questions designed by students, teachers should not tell them the answers immediately, but should pay attention to leaving students enough time to think, so that students can have a deep introspection and reflection on the questions, thereby guiding students' thinking to surge at a deeper level. This is conducive to students' concentration, improving the effectiveness of answers, and enhancing students' learning confidence; it is also conducive to creating a relaxed classroom atmosphere for students to think. Teachers should not treat students' minds as containers to be filled, and not give students time and space to think. They should try their best to make every student's thinking in the classroom active and not let every student be idle.

3. Teachers take the initiative to show weakness

Psychological research tells us that everyone has enormous potential. As long as everyone fully believes in their potential and can continuously develop their potential, they can often achieve unexpected success. Teachers should create a learning atmosphere full of care, equality, freedom, respect and mutual understanding for every student. Therefore, teachers should encourage students to think more and ask questions, think from different angles, so as to discover new problems and raise new questions; if unexpected problems or situations are encountered in class, and teachers cannot make judgments or handle them immediately, we should take the initiative to show weakness, admit our shortcomings, or ask students for help, or delay answering. This will not only not reduce your prestige, but on the contrary, students will think that you are kind, easy-going, easy to approach you, and will eliminate fear and dare to express their opinions and their wonderful ideas. Even in the classroom, for the problems preset by teachers or the problems generated in the process of students' learning, teachers can take the initiative to show confusion in front of students, and take the initiative to show the "embarrassment" of needing help and solutions, so as to satisfy the students' competitive spirit, build students' sense of accomplishment, and increase their excitement for learning.

4. Conduct classroom testing

Letting students learn with tasks in class is much more efficient than learning without pressure and task drive. Only by conducting appropriate learning tests in class can students actively learn, memorize and consolidate what they have learned, making the class full of vitality.

5. Improvisational activities

Teachers should actively create learning situations based on the learning atmosphere in the classroom, such as group competitions, impromptu speeches, blackboard performances, hands-on productions, and game activities, in order to effectively mobilize the learning enthusiasm and initiative of each student. For example, in the summary process after learning the metabolism of plants, the teacher asked a question, "Give you an acre of rice field, how can you increase its yield?" Let the students propose reasonable measures based on the knowledge they have learned or the experience of growing flowers and crops at home. After thinking, the students proposed methods they thought were feasible. The teacher took the opportunity to guide everyone to comment on these methods and analyze the biological principles, and promptly praised the students' shining points, and immediately explained the shortcomings or knowledge points that were not well understood, which better reflected the leading role of teachers and the main role of students. The classroom atmosphere was very active and the relationship between teachers and students was very harmonious.

5. Integrate effective teaching content to revitalize the classroom

Practice has proved that the more the teaching content is related to students' existing knowledge and experience, the more interested students will be in the teaching content. In class, teachers should consciously integrate the learning content and strive to link the learning content in class with students' existing knowledge and experience. For example, when studying high school biology content, teachers should consciously integrate the knowledge of junior high school biology into the learning content, and actively mobilize students' participation and initiative in learning. Learning "neural regulation" can be linked to "scientific use of the brain", and when learning "double fertilization of angiosperms", "flower structure" should be reviewed first, etc. Similarly, combining the content in the textbook with students' life experience can also stimulate students' desire for knowledge. For example, learning "asexual reproduction" can be linked to fruit tree cuttings and grafting, learning yeast knowledge can be linked to family winemaking and dough fermentation, and phenomena and problems such as returning crop straw to the field, multiple crops a year, and soilless cultivation, such as the outbreak of avian influenza, the rampant AIDS, and food safety such as Sudan red duck eggs and turbot incidents can allow students to express their views or explain phenomena. In short, teachers should connect more with social reality during teaching, and use more biological principles and methods to examine and solve problems in social production and life, so as to arouse students' recognition of the application value of biology, inspire their enthusiasm for learning, mobilize their initiative for learning, and make classroom teaching full of vitality and students interested.

Chemistry is an experimental subject. Creating situations, stimulating emotions, and cleverly raising questions in chemistry teaching are necessary conditions for promoting students' active learning and improving the learning effect of chemistry classes. How to make chemistry classes full of vitality and vigor? Here are some of my own views based on my teaching practice.