First,? Import skills
Lead-in is very important for the development of a class. The introduction of biology class must be combined with practice, and strive to be novel, vivid and interesting, attract students' attention and let them enter the classroom quickly. The teacher's language is also very important. Teachers can use humorous language, deliberate pause language and beautiful language to attract students' attention. I often find the starting point of a class from some phenomena in real life, which can arouse students' singing. Sometimes some content-related videos are used to attract students' attention. I pay great attention to the introduction of a class, and I will carefully design the introduction of each class.
Second,? Explanatory skills
Learning the concept of biology is boring and difficult to understand. Therefore, the interpretation of the concept needs many ways. This makes the boring concept learning vivid. I will use a variety of interpretation techniques in my lectures. For example, when explaining the "internal structure of small intestine" by experiments, students can observe "small intestine folds" and "small intestine villi" by dissecting the small intestine of pigs. Therefore, students can easily understand the internal structure of small intestine. You can also use the method of creating situations. Speaking of "ecosystem", we can create a scene on campus "with flowers and grass, birds and insects, sunshine and air, etc." Then let the students describe the environment around their home and let them know what an ecosystem is. There are many kinds of explanation skills, which need to be explored. In the process of explanation, we should have a purpose and focus; It should be targeted and conform to the psychological acceptance of students. In short, the explanation should be artistic, and students should use various skills to understand and accept boring concepts.
Third,? Questioning skills
Questioning in class can highlight key points, improve students' attention and enhance classroom effect, but questioning is not random, so we should pay attention to skills. Questioning is often used when designing experiments. When talking about the experiment of "exploring the living environment of rat girl", I asked the students layer by layer about the design scheme, so that they could understand the experiment more deeply. When talking about a knowledge point, we often set doubts and ask questions to make students think seriously. For example, when I was talking about the origin of human beings, I compared the similarities and differences between humans and apes for my students, and then asked, "Why are there so many similarities between humans and apes?" Students sort out their answers by themselves, which not only improves their thinking ability, but also deepens their understanding of knowledge.