Teaching is a kind of creative work of teachers, and every class embodies teachers' painstaking efforts, so teachers should do a lot of preparatory work before class if they want to have a good class. Among them, writing a good lesson plan, that is, writing a good lesson plan, is an important prerequisite for a good class. The following are some practices and experiences on how to write a good biology lesson plan:

First of all, fully understand the necessity of writing a good lesson plan.

As we all know, a well-thought-out, well-designed open class is completely different from an ill-prepared classroom in terms of teachers' teaching attitude, blackboard writing, methods, classroom structure, atmosphere and effect, which means that a good class must design a good teaching plan, which is the premise of a good class.

Second, prepare lessons carefully and write lesson plans as required.

There is no uniform format for teaching plans, and the specific writing and simplification vary from person to person. The forms can be varied, but they should generally include the following contents: topic selection, teaching objectives, teaching priorities, teaching difficulties, teaching priorities, teaching methods, class types, teaching equipment, teaching means, teaching process, blackboard writing design, after-class analysis, etc.

1. Teaching objectives Setting teaching objectives for employees should conform to the requirements stipulated in the curriculum standards, the content of teaching materials and the reality of students. Generally, we should consider basic biological knowledge, basic skills, ideological education and the combination with practice. For example, in botany, the teaching objectives of root water absorption course are determined as follows: ① Through cell water absorption experiment, students can master the principle and process of root water absorption on the basis of understanding the principle of cell water absorption. ② Understand the influence of external conditions on root water absorption and the reason of reasonable irrigation. ③ Through the cell water absorption experiment, students can get a preliminary understanding of the methods of carrying out plant physiological experiments and cultivate a rigorous scientific attitude.

2. Teaching process

First of all, I think the design of the lead is an important link in the teaching process. I mainly start from the following aspects: ① Starting from the reality of life, using the physical lead. For example, when talking about "the structure of roots", let students observe the true roots and ask: Why do the main roots, lateral roots and adventitious roots with different forms have the same function? Use your head after class, do small experiments, and hold hands. For example, in the section of "leaf structure", we first demonstrated the experiment of making starch from green leaves under light, and then asked why the light-exposed part of green leaves turned blue when it met iodine solution. (3) From an action or an analogy. For example, when talking about "skeletal muscle", let the students do an elbow flexion with the teacher first.

Secondly, from the perspective of board painting design, according to the characteristics of many illustrations in biology class, some board paintings are carefully designed before class for flexible teaching. For example, when we talk about "pore structure", we quickly and skillfully sketch it out through seven strokes. The seven designs are as follows: the first three strokes draw the outline of two half-moon guard cells and central stomata with chalk, the fourth stroke draws the green chloroplast in the guard cells with green chalk, and the last three strokes draw the outline of epidermal cells associated with the guard cells with white chalk, so that students can draw with the teacher while drawing, which can greatly increase the intuition and interest of knowledge.

3. After-class analysis After each class, it is necessary to conduct after-class analysis in a timely and serious manner, mainly to feedback the success or failure of the class and record it in the after-class analysis column in time, which will make your future teaching more powerful and unimpeded. Generally, after-class analysis has two analysis objects: teachers and students. The contents include: ① Is the teacher fully prepared? (2) Is the teaching method practical for students? ③ How about the completion of teaching tasks? ④ Is the blackboard design scientific? ⑤ Is the introduction design concise, logical, interesting and inspiring? ⑥ Is the layout clever and reasonable? ⑦ Is the classroom atmosphere active? Is the classroom effect ideal? Avoid self-praise and self-criticism in after-class analysis.