So cultivate students' subjective consciousness to maximize their self-potential, is an effective means of implementing quality education. Here are a few points about my teaching practice to stimulate students' subjective initiative: First, teachers should change their concepts, set up a modern view of the students due to the impact of the traditional concept of teaching, for a long time, people only recognize the status of teachers as the subject of educators, and the students are only regarded as the object of education that is, the object, ignoring the student's subjective position in the learning activities, the educational process into a simple teacher to teach, the students passively absorb the knowledge process, ignoring the students' subjective position in the learning activities. Students passively absorb the process of knowledge, ignoring the study of the learning process of students, did not leave much room for the subjectivity of students. Students rarely have the opportunity to use their brains to question questions. Teachers' consciousness ruled the classroom, overwhelmed the creativity of students, so that the status of the student body has been misplaced. For this reason, teachers should first change their concepts, arm their minds with modern teaching concepts, and establish a modern view of students. Modern teaching concept that there is a "double subject" in educational activities, that is: in the teacher's "teaching", the teacher is the main body, the student is the object, knowledge is the media, in the student's "learning", the student is the main body, the student is the main body, the student is the main body, the student is the main body, the student is the main body, the student is the main body. In the student's "learning", the student is the subject, the knowledge is the object, and the teacher is the media. This from the relationship between teachers and students and the status of each place in the classroom to start, change the inherent pattern of the teacher "singing the protagonist", to give the students to the main development, exploration of the space so that it is from the "audience", "supporting actor "change to fully express themselves, creative" protagonist "only so that classroom teaching to give full play to the student's subjective initiative, to achieve its own development, mobilize students to learn the maximum power. Second, stimulate students' interest, promote student initiative to explore Tolstoy said: "Successful teaching is not required to force, but to stimulate interest in learning." In teaching, good at grasping the students have a mobile, curious, winning, learning and other characteristics, and combined with the actual needs of the biological disciplines, more use of visual teaching and experimental demonstrations, try to design the class lively and interesting, so that students have a strong desire to learn, change "boredom" to "happy to learn! "To learn" to "I want to learn", and actively cultivate the habit of students' active participation in learning. For example, in the teaching of biological structure knowledge, more use of wall charts, models, objects, etc. for students to observe, increase the fun, mobilize the interest of students. In the study of "bone structure" section, let the students observe the fresh bones, they can use their hands to feel the periosteum tough? Osteointegration and cancellous bone that more hard? What is the difference between the cartilage layer that promotes bone growth and articular cartilage? And so on, so that by touching, smelling, and find familiar bones and so many wonders, will stimulate students to take the initiative to explore the desire. Teaching practice has proved that interest in learning is the best teacher, in teaching to mobilize students' interest in learning, will produce a huge impetus to teaching, so as to achieve better teaching quality. Therefore, how to stimulate students' interest in learning, should become one of the main topics of teachers' lifelong research. Third, questioning, cultivate the habit of asking students Balzac said: "open all the keys to the door of science are unquestionably the question mark. Most of our great discoveries should be attributed to the 'how', and the wisdom of life probably lies in everything to ask why." To stimulate students' sense of agency, they must be encouraged to question. Learning from thinking, thinking from doubt, doubt is to ignite the fire of student thinking. Students in the classroom learning process, thinking is often very active, will put forward a variety of teachers can not think of a problem; or in the discussion of the issues raised by the teacher, will publish their own different insights. These questions, insights are based on their existing knowledge and experience as a starting point, it is very easy to cause other students **** Ming and debate, is an important addition to the problem designed by the teacher. Therefore, teachers should not ignore its existence for the sake of teaching progress, should be timely to affirm the meaningful questions and insights raised by students, and to explain or discuss, so as to cultivate students' divergent thinking, so that students from different perspectives to understand the mastery of knowledge. For example, in the study of "apical dominance of plants", a student proposed: "Teacher, in the practice of cultivation is it good to protect the 'apical dominance of plants' or break the 'apical dominance of plants'? or to break the 'apical dominance of plants' in practical cultivation?" I first recognized that the students' question was well posed, but instead of simply saying yes, I followed the students' line of thought and designed another question, "To give an example from practice, if you plant a cedar tree, is it better to protect its apical dominance or to break its apical dominance?" The students discussed and expressed their own opinions, and when the time was ripe, I asked the representatives of the opposite side to explain their reasons, and based on their explanations on the blackboard to draw the growth of the fir tree after "breaking the apical dominance", and found that this kind of fir tree has a lot of branches, and the branches are thin. Then he asked, "Is this fir tree good for lumber?" It is self-evident that the fir tree is grown to protect the apical dominance. Then ask, "What if citrus is grown?" Together, we analyze that the apical dominance should be broken so that it can branch more, flower more, and bear more fruit. Through this discussion, students changed from passive listening to active learning, from passive acceptance to active exploration, answering a question from multiple angles, the answer is not the only one. This is conducive to the development of students' innovative thinking. Fourth, incentives, stimulate students to learn the internal drive, some say that the teacher's incentive is "starter", is the "gas pedal" of student progress. So what is incentive? Motivation is to provide others with positivity, or positivity to influence others a positive momentum. Although motivation is an external force, it works by stimulating the potential within a person, and is therefore a lasting motivation. If, through motivation, students are helped to build a positive mindset and a strong self-confidence in their own learning, the external force will become internal and students will be able to make continuous progress! In the classroom teaching to be good at discovering students' "flashpoints" and droplets of progress in a timely manner to give praise, such as students sitting properly and attentively listening, students can actively raise their hands to speak, students answering the question of the voice is loud and clear, the students put forward valuable questions, etc. ...... should be praised in a timely manner to motivate. Timely praise and incentives. When students are praised and encouraged by teachers, they will feel that the fruits of their labor are respected by others, and thus more actively involved in learning activities. This is a great contribution to stimulating students to take the initiative to learn. Educator James said, "The essence of human nature is the desire to be appreciated." Therefore, we should use more incentives in teaching to promote students to learn and develop the habit of active learning. Fifth, hands-on, promote active learning to guide students to actively participate in learning, to fully provide visual aids to help them observe and think. According to scientific research, people get information 60 ﹪ ~ 80 ﹪ from the visual, only 15 ﹪ ~ 20 ﹪ from the auditory. As the saying goes, "it is better to hear than to see", the students' personal experience and perception is conducive to obtaining perceptual experience, so as to realize the internalization of their understanding, contributing to the development of comprehension and judgment, so that perceptual awareness rises to rational understanding. Therefore, teachers try to give students more opportunities to operate and practice, provide a wealth of materials, so that they can personally carry out experiments, experience success and failure, explore the problem and find conclusions. For example, learning "the structure of the flower", each hand to make a "flower of the paste map"; learning "the structure of the seed", each sent some green beans and corn seeds, students dissected and observed, and so on. etc. So that students in the observation to find problems, explore the problem, fully embodies the spirit of active learning. Sixth, the competition to enhance the enthusiasm of students to participate in the classroom, as they say: "all people have the heart to win". In the classroom teaching can be utilized in the student's competitive nature, the launch of a variety of forms of small contests. Both students can experience the joy of winning, but also to increase the fun of the classroom, active classroom atmosphere, fully mobilize students to actively participate in the enthusiasm and excitement, for example: the use of the answer than who reacts quickly; the use of a problem than who has more ideas, thinking wide; board map than to see who draws good, accurate, fast, and so on. Let the students actively participate in learning activities in a relaxed and happy, get useful enlightenment, so that the classroom becomes a happy paradise for students. Seven, pay attention to practice feedback, expand students' thinking, strengthen students' active learning in the classroom teaching in each link is equipped with practice and feedback, in order to facilitate teachers and students to find problems in a timely manner, to regulate. From the students, they need to just master the knowledge should be practiced in order to consolidate. And through the teacher's comments to regulate their own understanding: consolidate the correct, correct the deviation of the negation of the wrong, whether this feedback process is timely not only affects their further learning, but also affects their enthusiasm for learning, from the teacher: timely, to understand the dynamics of the students and timely teaching and regulating the teaching of an important measure to improve teaching efficiency. Therefore, inspiring questions and exercises can not only inspire students' thinking, develop students' intelligence, but also mobilize students' thinking and learning enthusiasm. For example, in the section of "urine formation", I designed a set of practice questions, so that students through the form of a table to compare blood, plasma, proto-urine and urine, and complete several multiple choice questions. I found that some students mistakenly believed that primary urine does not contain glucose. For this reason, I put this misconception for students to judge the correctness of their own, after the students' own discussion and analysis, so that they are more clear about the differences between blood, plasma, proto-urine and urine in terms of composition. In short, teaching is a bilateral activity between teachers and students, teachers should feedback the results of students' participation in learning to students in a timely manner, which is not only conducive to strengthening students' awareness of active learning, but also teachers can see the actual effect of teaching through timely assessment. Through the assessment, improve students' participation awareness, so that students at different levels are developed. Practice has proved that teachers in the classroom according to the physical and mental characteristics of the students, the content of the teaching as well as the student's interest at the time, the state of need, etc., choose effective ways and means to make students in the independent learning activities, learning to learn, learning to learn to learn to learn to learn to explore, so that we can give full play to the student's main initiative in the classroom to improve the efficiency of the classroom and classroom quality.