Classroom teaching has five basic links, namely observation, thinking, reading, speaking and practicing.

1. Viewing:

For teachers, it is necessary to use multimedia teaching courseware, videos, wall charts, physical objects, models, experiments and other means to demonstrate based on the teaching objectives and teaching content. Observe rich, intuitive and vivid materials, and ask questions or question groups that are purposeful and practical for students, so that students are interested in the content they are learning, raise questions, and arouse learning motivation.

For students, observation is one of the main ways to understand the world. The great physiologist Pavlov had a famous saying: "Observe, observe, observe again." It was his unique insight that led to the discovery of many mysteries in the field of biology and the creation of new theories.

Under the guidance of teachers, students should use multiple senses including visual methods, auditory methods, etc. to perceive various observation materials and obtain a preliminary understanding of biological concepts. This also requires students to have Keen observation.

2. Thoughts:

Teachers should pay attention to cultivating students' multi-faceted abilities in teaching, including observation ability, experimental ability, thinking ability, self-study ability, etc., and thinking ability It is the core of various abilities. The key to cultivating thinking ability is to teach students scientific thinking methods, such as comparison and classification, analysis and synthesis, abstraction and generalization, systematic and concrete methods, induction and deduction, etc.

Teachers purposefully infiltrate a variety of thinking methods in teaching, so that students can think scientifically without knowing it, so as to master a variety of thinking methods and consciously use these thinking methods. In addition, the "thinking" link can also be said to be the core link throughout the entire model. Each link requires students' thinking as a premise. This is also the core content of the most critical O process in the S-O-R theory during the learning process. .

3. Reading:

Kelov, an educator from the former Soviet Union, believes that textbooks are the main source of students’ knowledge. Indeed, teaching materials are a summary and summary of previous knowledge and experience. Students' reading of biology textbooks is not about literacy and appreciation, but about understanding and mastering the biological concepts and laws contained in the text.

In teaching, teachers should not abandon teaching materials, but should make full use of teaching materials to guide students to be good at reading and learn to read; at the same time, teachers should also provide students with more reading materials or stimulate students to read through various channels Choose your own reading materials and really learn to learn.

4. Talk:

Teachers should conduct in-depth research and comprehensive understanding of the knowledge system of the syllabus and textbooks, and be familiar with the logical structure within the subject and the connection between knowledge and the organic connection between subjects. Contact, implement the principle of systematic order in teaching, teach less and concentrate, and make knowledge more systematic and organized.

In addition, teachers should establish a correct view of students, respect students' dominant position in teaching, allow them to speak freely, and think, analyze, and question democratically. Through discussions and speeches, students can develop their potential abilities.

5. Practice:

Teachers should carefully select and design formative or research topics based on the characteristics of the teaching content, and solve biological problems through demonstrations, discussions, assignments, reports, etc. Then consolidate the knowledge learned and promote changes in students' cognitive structure. At the same time, special attention should be paid to collecting feedback information, promptly discovering deficiencies in teaching and learning, and jointly taking corrective remedial measures to achieve the expected teaching goals.