"Taking students as the main body" is the basic idea of ??contemporary teaching. Teachers must strive to create opportunities to stimulate students' interest in learning, make students the main body of learning, and change students' learning from passive to active. Independent learning is a learning method that allows students to actively participate in learning. Independent learning is learning in which one becomes the subject, taking the initiative in learning and controlling one's own learning. Former Soviet psychologist Kapterev said: "The reason why autonomy is important is not first of all because it is useful in life, but because it is in line with creative self-development. Without autonomy, development cannot be achieved." Autonomous learning We should focus on cultivating independent learning abilities of independent identification, independent selection, independent intake, and independent regulation. The formation of independent learning ability relies on teachers to consciously create appropriate teaching situations in accordance with the rules of ability formation. So, how to promote students' independent learning in biology teaching?

1. Create a good atmosphere of active participation and independent learning

Rogers believes that a person's creativity can only be achieved when he feels "psychological safety" and "psychological freedom". To achieve maximum performance and development. It is difficult for people to innovate in a state of depression, fear, and tension. In order to create a good atmosphere that is conducive to students' independent learning and active participation, we should provide students with "psychological safety." I fully respect and trust every student in class and encourage them to express their opinions boldly. I will encourage and praise students for their correct answers, especially their creative opinions. I will never ridicule students and show my sincere love. To approach underachievers, always remember Mr. Tao Xingzhi's famous saying: "There is Watt under your pointer, Newton in your cold eyes, and Edison in your ridicule." In this democratic and harmonious atmosphere, teachers and students are equal. Through dialogue, students' personality can be fully expressed, and their non-intellectual factors such as emotions, will, beliefs, motivations and needs for exploring the unknown are cultivated, and the knowledge synchronization, thinking and emotional stimulation between teachers and students are truly realized. . In this relaxed state, students arouse their creative enthusiasm and release their huge learning potential.

2. Create a situation of active participation and independent learning

Suhomlinsky said: "Deep in the human heart, there is always a way to view oneself as a discovery, research The inherent needs of explorers and explorers, which are particularly strong in children’s spiritual world. “Teachers should provide students with the necessary time, space and corresponding conditions to allow students to fully participate, participate in the whole process, and participate in all aspects. Student participation and independent activities are the most basic "human rights" in classroom teaching, and are not a gift from teachers to students. Specifically, we should pay attention to the following points:

1. Give students time to study independently. In the teaching process, I usually talk less and more intensively, give some guidance on some issues, and use more enlightenment and induction methods to induce students' desire to learn and improve students' interest in learning. Give students enough time to operate, think and communicate, and internalize teachers' teaching activities into students' independent learning, thereby promoting the cultivation of their independent learning ability.

2． Give students the right to question independently. Einstein once said, “Asking a question is often more important than solving a problem.” Li Zhengdao once said: “When you encounter a problem, you must dare to ask why. The terrible thing is that you cannot ask the question or take the first step. "Students can find problems and dare to raise them with teachers. This is a manifestation of their hard study and active study. We must encourage students to boldly question, let students generate questions in "doubt", and generate interest in "doubt". Only "doubt" can lead to thinking, and only "thinking" can spark the spark of innovation. We must respect students' independent way of thinking and cultivate students' independent innovation consciousness of daring to think and speak without believing in books or teachers, so that they can truly become a new generation of people who are "better than those who are good at it".

3． Strengthen methods to guide independent pursuit of knowledge. In addition to guidance on conventional methods, we also focus on teaching students learning strategies, so that students know how to choose and use the most effective learning strategies and methods in specific learning situations, and learn self-awareness, self-motivation, self-evaluation, self-reflection, and self-regulation of learning. The whole process improves self-learning ability. This is a core element of successful independent learning.

4． Create a collaborative situation. Under the class teaching system, give full play to the role of "group cooperative learning" to achieve complementation of differences, improve students' interpersonal relationships, and improve the quality of learning. I divided every four students in the class (four people at the front and back desks) into a study group. Many learning activities were completed in groups, emphasizing the division of labor, cooperation and role transformation among the members of the group. For example, when discussing issues, each group needs to determine a moderator, a recorder, and a speaker. During the discussion, each member must think independently and actively participate in the speech. Members discuss and cooperate with each other. The student who is hosting is fully responsible; the student who takes notes is also responsible for summarizing the speeches of each member and recording them. ; The student who spoke is responsible for communicating the discussion results of the whole group with other groups, and each group member must take turns to try different roles. Choose the best collaborative learning format for specific learning content. The content that belongs to convergent thinking is suitable for competitive group atmosphere; the content that belongs to divergent thinking is suitable for collaboration within the group. However, group cooperative learning will also affect the development of students' autonomy, so the relationship between support and release, synchronous learning and asynchronous learning must be properly handled.

1. "Generally, on the basis of independent learning, various forms of learning activities such as group discussions, inter-group exchanges, and collective evaluations should be carried out.

3. Use diversified scientific inquiry activities to promote independent learning< /p>

The new textbooks provide us with a blueprint for implementing new learning methods. Many scientific inquiry activities are arranged in the new textbooks, including observation and thinking, experiments, investigations, inquiries, data analysis, and simulation production. , further exploration, demonstration experiments, design, skill training, extracurricular practice, etc. Inquiry is a multi-faceted activity. Only by allowing students to actively participate and experience the general process of scientific inquiry can students' interest in learning biology be cultivated and their interest in biology be promoted. Autonomy in learning. "Observation and Thinking" mainly allows students to observe physical objects, practice observation methods, and cultivate observation skills. For example, when studying the section "Characteristics of Biological Organisms", I will prepare some biological and non-physical objects in advance. The physical objects and pictures of living things are displayed in front of the students, allowing students to observe carefully. At the same time, two discussion topics are proposed, allowing students to discuss, analyze and draw conclusions based on their existing knowledge and life experience. In addition, I also use the method to draw conclusions. Intuitive teaching methods such as models, wall charts, and multimedia allow students to observe and think, which not only stimulates students' enthusiasm for independent learning, but also cultivates students' observation ability and scientific attitude. "Experiments" mainly allow students to conduct hands-on operations. To increase perceptual knowledge, deepen the understanding of the knowledge learned, and cultivate students' hands-on ability. Each experiment in the new textbook lists the experimental steps in detail. The class mode is basically to do the experiment first, and then discuss and summarize. , truly realizing "learning by doing". For example, when doing the two experiments of "Practice using a microscope" and "Observing plant cells", I only pointed out a few common problems for students before the experiment. Other operations are completed by the students themselves. Through hands-on operations, students not only develop their operational abilities, but also develop their independence and autonomy. "Inquiry" is designed to allow students to participate in and experience the general process of scientific inquiry, including asking questions. , make hypotheses, formulate plans, collect evidence, draw conclusions, express and communicate, etc., to cultivate students' scientific inquiry abilities. For example, when doing the "The Effect of Light on the Life of Rat Women" research experiment, students first introduce their own class. The students were guided to ask questions based on the previously observed situation of the rat woman, and then the students made assumptions based on their own observations and life experiences, and then formulated and implemented plans, and finally drew conclusions and expressed and communicated throughout the entire inquiry activity. , boldly let go, and allow students to actively participate and learn independently. Through various inquiry activities, students not only master the learning objectives required by the teaching materials, but also enhance their self-confidence, and also cultivate their independent learning abilities.

4. Use motivational evaluation to promote independent learning

Scientific evaluation and motivational evaluation are the driving forces of innovative education. Motivational evaluation can mobilize students' learning enthusiasm and promote students' active participation and independent learning. To protect students' self-esteem and enhance students' deputy forces, teachers should adopt different evaluation standards for different students in the classroom and adopt different evaluation forms on different occasions. Teachers must take all kinds of questions raised by students seriously and cannot be absent-minded and perfunctory. For students' understanding and experimental results, those who are correct must be fully affirmed; those who have unique insights must be praised; those who are wrong should not be directly denied or criticized hastily. Instead, students must be encouraged to think actively, consult information, and discuss with classmates until they obtain the correct results. answer. In order to deal with the temporary unsatisfactory performance of some relatively backward students, motivational evaluation is even more important. Frequent use of "good", "very good", "you can do it", "try it" and other motivational classes Phrases are very helpful in helping students establish their confidence. For example, there is a classmate who has poor grades and is very introverted. He never takes the initiative to ask questions and dare not raise his hand to speak. I often ask him questions and encourage him to think actively and express his opinions boldly, so that the classmate can learn from others. Continuous progress through motivation, feeling that learning is also a kind of happiness, and truly enjoying the happiness brought by success. Inspiration is a force that drives students to actively participate, learn independently, and achieve success. Only by using motivational evaluation can it be conducive to students' active development, to mobilize students' enthusiasm for learning, and to cultivate students' learning autonomy.

In short, in biology teaching, we must adopt various forms to give students a soil suitable for independent learning and self-development, stimulate students' desire for independent learning and innovation, and cultivate students to be willing to do things and be diligent. Practical awareness and habits promote students' independent learning.