Classroom teaching is the teachers and students, Sang Sang interactive process. As an important means of interaction – - class discussion, not only can effectively enhance students A biological interest in learning, identify problems and improve their problem-solving skills, increase their self-study, the initiative to consider the awareness and cooperation through information sharing to improve their learning and communication capability, more effective implementation of the “normal high school biology curriculum standards” advocated “students to learn the subject,” “teacher-student dialogue on equal footing during the process of self-learning, cooperation, and explore” the basic idea.

But we should never overlook the fact that by the traditional “by the teachers on the knowledge, reveal the law of the conclusions are given, the students simply passive acceptance, memory, practice, consolidate” and “to teach on behalf of the school”, “to speak on behalf of the thinking”, “to practice on behalf of the habit, “the impact of learning styles, biological classroom discussion sessions have been less than satisfactory, often trapped in a” discussion of silence “deadlock. So, how do you overcome this phenomenon, to enable students to actively and deeply involved in classroom discussions come from? I think that teachers should efforts in the following areas:

1 Construction and harmonious atmosphere in the classroom so that students can “melt in.”

Harmonious atmosphere is the people actively participating in the psychological field. Construction harmony, harmonious classroom atmosphere that allows students to truly melt people are talking about, active thinking, to create the best learning situation, self-confident to express their views or doubts, and thus engender efficient interaction and communication platform. We can through the following methods to create a harmonious atmosphere in the classroom. ,

1.1 to the students to appreciate and look forward to

Zan Kefu psychological experiments show that the good mood of teachers will lead students in high spirits, the students would otherwise be inhibited intellectual activity. Classroom teaching process not only in the specific contexts of students access to knowledge, the process of forming ability, but also an emotional interaction among teachers and students, cognitive factors, the interaction process. Teachers pleasant, as well as give students the encouragement and expectations, allowing students to self-confidence, and teachers blending psychological, emotional resonance to form a “pro-teacher-channel” and they suggest that learning will be eased fatigue, thinking can also be active so that they can boldly express their own ideas.

1.2 to respect the student’s personality

Maslow’s hierarchy of needs theory that human beings have a variety of needs, which “self-esteem needs” is a basic human needs, namely to obtain and maintain all the needs of individual self-esteem, such as being recognized, praise, love and so on. High school, with the development of self-awareness, self-esteem of students are becoming increasingly strong. This strong self-esteem if they were respected, they can become their positive intrinsic motivation, and vice versa could contribute to its Reverse Psychology. Therefore, the classroom teaching process, we should care for individual students to the full, free, independent, comprehensive development, and to students in order to fully respected, so that empathy, from the position of students, student perspectives, for the students continue to create a positive psychological experience, encourage them to Teachers, the letter division, and then self-confidence, optimism, and fully release the inherent potential to actively participate in classroom discussion.

1.3 give full play to the role of modern education techniques

Multimedia as the representative of the modern educational technology has gradually become one of the conventional teaching methods in promoting students in-depth discussion of the process also has its own unique advantages. It can be a rich illustrations, animations and other multi-channel image, intuitive display of biological mystery, display abstract biological knowledge to help improve students interested in deepening the understanding of biological knowledge, triggering the students inspiration, so that they discussion to have more to say in order to fully melt-member group discussion. As in the “mitosis” in the teaching process, the chromosome morphology, the number changes regularly and others are with the naked eye can not see, and if alone imagined it difficult to understand, but with the multimedia presentation of the whole process of mitosis, allowing students through listening, TV, assessment, Wu fully aware of teaching the more abstract content, you can visually see when the chromatin is how condensed into a shorter chromosomes, chromatid, and centromere What is the period of separation of chromosomes is how to spindle traction under the poles shift cells, cell division, the characteristics of each period, sub-cells and somatic cells in the number of chromosomes and DNA variation and so on. In this way, students can order visual phenomena as the carrier, and give their knowledge and understanding of the more graphically displayed so as to enhance the discussion of effective steps to the throne.

2 is designed to discuss issues, so that students “interested”

To discuss the original meaning is “to exchange views on a particular issue or debate”, in other words, the question is the basis for discussion. Therefore, teachers must be designed well to the issues of students, so that students can make their own based on the existing level of knowledge of the views and the debate accordingly. The problem should be designed to follow the “Zone of Proximal Development” principle, should not be too easy nor too difficult. The problem is too simple, the lack of discussion value, easy-to enable students to burnout; issue too hard, the students will be unable to start with, only to remain silent or looked at each other. At the same time, due to classroom capacity limitations, each time the issues discussed are also not too much, otherwise the students in the discussion can only be touched on, kick the tires, can not fully demonstrate their thinking, will lose the value of the discussion. In general, the following factors should be designed to consider the issue of teachers focus on:

2.1 Difficulties of knowledge

Difficulties of knowledge that students generally find it difficult to think through the knowledge of points, in which case set the discussion, we can expose students to thinking errors, and help them in the discussion of mutual inspiration, break through difficulties. Teachers should aim to explore knowledge, characterized by hierarchical organization of students, step by step, each break to ensure that difficulties in the form of knowledge through the study can be resolved.

For example: In the lecture, “meiosis”, the meiotic and mitotic periods image recognition, student confusion, understanding them more difficult. Set the following questions to enable students to master this knowledge by discussing the point.

(1) What is the formation of mitotic cells in the end? What ultimately form cells in meiosis?

(2) two kinds of cells in the chromosomal composition of the What’s the difference?

(3) What is the concept of homologous chromosomes? From the behavior point of view it What are the characteristics?

Students can learn through discussion: The first division subtrahend Association of homologous chromosomes form tetrads, post-separation, the end of the distribution into two daughter cells, in this process, the structure of the chromosome itself has not changed; subtrahend second split each cell in the non-homologous chromosomes in anaphase centromere into two sister chromatids separate to form two chromosomes; and mitotic chromosomes in no particular changes in behavior, exists in each cell of the same the source chromosome and so on.