Improving the quality of high school biology teaching and making high school biology classroom teaching full of vitality and charm is the realm pursued by all biology teachers. To this end, the effectiveness of biology classroom teaching must be improved. To improve the effectiveness of biology classroom teaching, it is necessary to change the traditional teaching concept, tap the charm of the biology subject itself based on the actual situation of the students being taught and the characteristics of the biology subject, comprehensively use a variety of teaching methods, skillfully set up situations, ask questions effectively, and through cooperation Exploration and discussion attract students' attention and learning interests to the biology class. Based on more than ten years of teaching practice, the author introduces clever suspense into classroom teaching, comprehensively uses a variety of teaching methods to break through key difficulties, and uses multimedia teaching methods and experimental teaching to explain how to improve the effectiveness of high school biology classroom teaching.

1. Effectively ask questions, skillfully set up suspense, and inspire students to think and introduce them into classroom teaching.

A good beginning is half the battle. A good introduction can stimulate students' interest and motivation in learning, and a suspenseful introduction is the best. In the teaching process, it is necessary to ask clever questions to inspire students' thinking. Some things that teachers take for granted may seem profound to students. Introducing new lessons through effective questioning can achieve better results. For example, when studying the section "Genes are DNA fragments with genetic effects", you can introduce it like this: The bodies of the victims of the 9.11 incident in the United States and the Indian Ocean tsunami were severely damaged. How were they identified? It relies on a PCR machine for DNA fingerprint testing. Another example is before the "Immune Regulation" section, the author introduces a new lesson like this: Show pictures of AIDS patients with skin and bones. How did they get sick? It turns out that the HIV virus attacks people's T cells, causing them to lose immunity. In short, by setting up suspense, students' curiosity for knowledge can be stimulated, students' attention can be easily captured, and a good start can be created for the successful completion of teaching tasks.

2. Combining and optimizing various teaching methods and methods to effectively carry out classroom teaching

(1) Create situations and use cases to make the classroom life-like.

Teachers carefully design the interesting situations and cases collected that are closely related to the teaching content, which not only optimizes classroom teaching, but is also an effective way to improve students' interest in learning biology. For example, when explaining "gene-directed protein synthesis", you can show pictures from the movie "Jurassic Park" and use dinosaur DNA to replicate dinosaurs. In real life, what are the main problems to be solved by using dinosaur DNA to replicate dinosaurs? This suspense aroused the students' strong curiosity, and they suddenly focused their attention. Then the teacher taught and discussed the students to understand the relevant knowledge of "gene-directed protein synthesis". Another example is when teaching "Laws of Sex-Linked Inheritance", the teacher shows four test pictures to test students' color blindness, then shows a short story about the discovery of color blindness, and introduces the important and difficult point of "Laws of Sex-Linked Inheritance" through why the incidence rates of men and women are different. Teachers can also select real life cases - scientists' scientific discovery process to inspire students' thinking. For example: the discovery process of secretin. In this way, students can not only realize the role of biological knowledge in real life, but also stimulate students' desire to explore.

In the teaching process, creating a series of vivid, vivid, or humorous situations and cases can make the originally theoretical biological science knowledge practical, concrete, and visual. Nonetheless, the author believes that the following principles must be followed when using situational teaching methods and case teaching methods.

1. Appropriateness

The old saying goes, "Too much is not enough". Faced with the contradiction between the more situations, the better and the integrity of the theme, teachers should be strategic and focus on integrity. The creation of situations must be "exquisite". More is not always better. Too many situations will fragment the knowledge in the textbook. There are traces of stacking and it is disorganized. The created situation only serves a certain knowledge point and lacks a main thread to connect it. Therefore, the more situation creation is not always better, it may even feel messy and distract from the main task.

2. Effective

Faced with the contradiction of focusing on form and ignoring actual results, the selection of situations and cases must be targeted and based on teaching objectives and subject characteristics, and we must beware of far-fetched assumptions. Even misused. For example: "Hormonal Regulation of Plants" can be described as intuitive and vivid to experience the beauty of life through biological pictures. Biological pictures are vivid, ever-growing, and beautiful. If you pursue form blindly, you may even forget the original intention of showing pictures - to focus on the teaching objectives, break through the key points, and solve difficult problems, which will be a prestige. Although it has enlivened the classroom atmosphere, if such a large number of teachers and students are mobilized for a piece of knowledge that is neither key nor difficult, and too much valuable classroom time is wasted, it will not be worth the gain. After the colorful pictures were displayed, the teaching objectives also faded away. Avoid superficial and lively decorations. They must serve the teaching content and be useful.

3. Truth

“Ask the canal how clear it is, because there is a source of living water.” The selection of situations and cases should be based on practice and pay attention to life. The new high school biology curriculum pays more attention to the connection between biological knowledge and practical life and production. However, due to time and space constraints in the classroom, some knowledge cannot be truly understood. Let students pay attention to things around them after class. Conduct observational analysis and field practice. Solving the profundity of problem situations through life experience. For example, when teaching related knowledge such as ABO blood type, paternity test questions can be combined to stimulate students' curiosity for knowledge.

It allows students to apply abstract knowledge in books to real life because it is close to reality. Students are interested and achieve the purpose of applying what they have learned. For example, when exploring the principle of "space pepper", let students first compare space pepper and ordinary pepper, and ask how to produce space pepper? Students showed great interest in this kind of teaching and made conjectures based on their life experiences. These intuitive phenomena make it easy for students to master, and teachers can provide guidance to further deepen students' understanding of knowledge. From guiding students to listen and think to actively participating in teaching activities.

(2) Achieve the integration of emotion and reason through experimental teaching, triggering the excitement of teachers and students.

In classroom teaching, using students' life experience or biological background to design experiments can give students the opportunity to experience the process of scientific inquiry and cultivate their spirit and ability to explore science. When students learn biological knowledge, they are sometimes confused by some illusions in life, which leads to mistakes in biological learning. Wonderful biological experiments can be used to stimulate students' interest in exploring the truth of the problem. In the teaching process, we must not blindly pursue form and turn the experiment into a farce without biological thought. Teachers should design exploratory experiments in a targeted manner based on the knowledge levels of students at different levels to guide students to think actively and give them opportunities to train their thinking and increase their knowledge. For example: when learning about hormone regulation, students believed that the growth and development of frogs depend entirely on growth hormone due to previous concepts. Teachers can guide students to do an experiment. One of the two tadpoles has its thyroid removed, and the other is a control and fed normally. The students were surprised to find that tadpoles that had their thyroid removed turned into giant tadpoles. Then guide analysis, reasoning, and judgment to draw the conclusion that frog growth and development are related to thyroid hormone, and understand the reasons, so that students can enter new lessons driven by curiosity.

(3) Role-playing, cooperative learning, and classroom teaching in inquiry activities.

Inquiry-based learning has increasingly appeared in college entrance examination questions in recent years. At the same time, students' inquiry-based learning plays an irreplaceable role in cultivating students' scientific literacy. Based on the concept of "efficient and satisfying classroom" and combined with the successful experience of colleagues, the author tries to leave some time for students in each class, asking students to cooperate in exploring and discussing through role-playing, and then summarize and summarize the knowledge they have learned, and finally conduct evaluate. Based on the grouping principles of difference, complementarity, balance and stability for everyone to participate in cooperative learning, for the sake of convenience, the number of study groups is generally 4 people according to the class seats, while taking into account the personality, gender and academic performance of each member in the group , operational ability, etc., each group shall recommend a team leader by the team members. Each group shall have a team leader, each subject shall have a subject leader, a group name, and a group serial number. It is conducive to learning from each other's strengths and weaknesses among members of the cooperative learning group. Then provide guidance on cooperation methods. Design specific methods and step arrangements for cooperation based on the designed problem situations, with a reasonable division of labor and assigning responsibilities to each person. The first part is to preview for yourself and discuss with each other, and the second part is to show and communicate to complement each other. The first step is a simple presentation, that is, the group leader comes on stage and presents on the blackboard. The second step is comprehensive presentation: first, the group members present the conclusions of their discussion and other groups supplement it. In the third link, teachers will comment, summarize and expand. Complete teaching tasks in class through answering questions, debates, discussions, summary and evaluation, etc. For example: In the demonstration class "Immune Regulation", the author made his own cards and hung them on the students, and asked 7 students to play the roles of T cells, rake cells, phagocytes, viruses, etc., which fully mobilized the students' enthusiasm and initiative in learning. , they work together in groups, are proactive, and their interest increases greatly, which not only activates the classroom atmosphere but also improves their academic performance.

(4) Use multimedia courseware to add artistic wings to classroom teaching.

The traditional teaching method is to use a piece of chalk and a book of information to travel around the world. Later, modern teaching methods and multimedia entered the classroom. It is equipped with pictures, sounds, animations, etc. to make the course content vivid and vivid. Pictures, text, audio and video are used simultaneously to transform boring abstractions into intuitive images, which is time-saving and efficient. It can appropriately supplement some relevant knowledge and increase students' knowledge capacity. The teacher vividly tells the story, and students will enjoy it, fully feel the fun of biology learning, and at the same time broaden their knowledge. For example, when learning the content of "Heredity Laws", there are many abstract concepts, experiments and theories in the microscopic field. Due to the lack of perceptual knowledge, students have certain difficulties in learning this part of knowledge. Multimedia can be used to show a color picture of the structure of pea plants and pea flowers, as well as animations about plant cleistopollation and cross-pollination, so that students can easily accept and understand concepts such as cross-pollination, hybridization, and self-pollination, and improve their abstraction. thinking ability. Efforts should be made to find the combination of multimedia and traditional teaching methods, and truly give full play to their powerful advantages, so as to achieve twice the result with half the effort.

3. Cleverly design the end of the class, focus on applying what you have learned, and improve the effectiveness of classroom teaching.

"Weaving baskets, weaving baskets, all depends on the closing." Emotion and logic are already integrated before and during class. It is crucial to set up suspense at the end and teach effectively. A good class ending can not only put the finishing touch on the knowledge taught, but also stimulate students' interest in learning and improve their self-learning ability. For example, after finishing the lecture on "Sex-Linked Inheritance", the teacher presented information on hemophilia and asked: A normal couple gave birth to a boy with hemophilia. The couple wanted to have another child. If you consult , so what would you suggest. Student answer: If it is a girl, it is normal. If it is a boy, the chance of getting the disease is half. So they were advised to have a girl.

Students used the knowledge they learned to solve genetic problems in life, and gained a deeper understanding of the practical application of sex-linked inheritance, achieving the effect of applying what they learned.

The efficient classroom is in line with the new curriculum concept and is a breakthrough in the traditional teaching model. As teaching leaders, teachers must optimize and combine various teaching methods and means to create a relaxed, harmonious, equal, and pleasant classroom atmosphere for students, and stimulate students' interest in learning. Only in this way can we truly create more classrooms that integrate wisdom and fun. Satisfactory, efficient and harmonious classroom.