How to create a happy classroom atmosphere for biology in senior high school

How to create a happy classroom atmosphere for biology in senior high school

Classroom psychological atmosphere affects students' learning efficiency, personality development and socialization process. A good classroom atmosphere can improve students' various psychological functions, cultivate students' good emotions, and help students form a cheerful, optimistic, cheerful and stable personality and psychological quality. The creation of a good classroom psychological atmosphere needs the careful organization and active creation of teachers, who are the creators and maintainers of a good classroom psychological atmosphere. In senior high school biology teaching, teachers should adopt the following strategies to create a harmonious classroom psychological atmosphere.

1, the choice of teachers' leadership style

Teachers' leadership style directly affects the formation of classroom psychological atmosphere. Teachers' leadership style is the behavior that teachers use to exercise their power and develop their leadership role, which can be divided into three types: authoritative, democratic and laissez-faire. Democratic leadership means that teachers teach in a democratic way in the classroom and attach importance to the collective role of students. Teaching plans and decisions are discussed and shared by all members. Teachers strive to become helpers and promoters to help and guide students, encourage individual and collective sense of responsibility and participation, and give objective praise and criticism to students' performance. Judging from the influence on classroom psychological atmosphere and learning efficiency, laissez-faire leadership is the worst. Compared with students with authoritative leadership, students with democratic leadership have better attitude and sense of responsibility, and the relationship between teachers and students is harmonious. The classroom presents a vivid, rigorous and peaceful scene, and students' emotional experience is mainly pleasure. Therefore, biology teachers should adopt democratic leadership, avoid autocratic leadership and put an end to laissez-faire leadership in the teaching process.

2. Establish a harmonious relationship between teachers and students.

A healthy classroom psychological atmosphere is mainly established by good teacher-student relationship and student-student relationship. Close and harmonious teacher-student relationship can make students experience a strong sense of security, satisfaction, happiness and responsibility, so as to develop a positive and optimistic attitude and master healthy psychology and behavior such as appropriate ways to treat people.

Teachers should change their wrong views and behaviors. In exam-oriented education, students are given different labels according to their scores. Teachers intentionally or unintentionally deprive poor students of the opportunity to succeed in the teaching process, for example, they pay less attention to them or smile less at them in teaching; Less let them answer questions in class or give public demonstrations; When asked to answer questions, if you can't answer them immediately, the teacher will wait less time; Teachers generally criticize when they answer wrong questions; When they answered the questions correctly, the teacher seldom praised them publicly and so on. Students with poor grades are negatively evaluated and treated by teachers for a long time, which will lead to negative self-concept and low achievement motivation. Therefore, teachers should establish a new concept of scientific education: believe that every student, including students with learning difficulties, has the desire, need and potential to succeed, and pursue the development of students on the original basis, the all-round development of their personality and the improvement of their social adaptability.

Establish positive expectations for teachers. Due to the suggestive characteristics of teachers' expectations, this positive teacher expectation will create a good "suggestive environment", promote teachers' positive self-suggestion and tendency suggestion, and make them better transformed into students' self-suggestion, thus promoting students' healthy and upward behavior. Teachers pour positive emotions and love into the teaching process to infect and impress students, so that they can participate in the teaching process with rich and happy emotional experience, actively internalize and realize good teacher expectations. For some students with poor grades, teachers should reasonably decompose teaching objectives in the teaching process and take effective measures to help students achieve their goals smoothly. In this way, a good expectation atmosphere of interdependence and mutual encouragement between teachers and students is formed, which can better promote the healthy development of students' body and mind.

Teachers should also master some communication skills between teachers and students. In class: teachers can talk to students in a friendly way when they enter the classroom; Check students' classroom activities individually; Understand, remember and address students' names; Share jokes and humor with students; Cultivate collective pride in students' achievements. After class: meet the students face to face and take the initiative to talk to them; Pay attention to students with difficulties and take the initiative to talk to them; Understand students' different environments and their lifestyles; Sincerely care about the social problems faced by students. In addition, teachers' clever use of teaching language and body language, as well as the correct choice of teaching strategies, can also quickly shorten the psychological distance between teachers and students and establish close teacher-student relations.

3. Instruct students to positively evaluate their learning achievements.

Results Attribution of success or failure has an important influence on the motivation of subsequent behavior by generating certain expectations and emotions of success. Students of different regions and genders have different attributions to academic achievements in different subjects, and different attributions will produce different effects. For example, if an individual attributes the failure in an activity to a lack of ability, it will produce negative emotions, reduce or even lose the expectation of success, and then reduce the motivation level of the corresponding follow-up behavior. However, if it is due to insufficient efforts, individuals will maintain high expectations and enhance the motivation level of follow-up behavior. Similarly, attribution will also affect students' sense of self-efficacy. Therefore, how to attribute it is very important for students. Attribution training research summarizes two typical attribution models of success or failure behavior: positive attribution model and negative attribution model.

Positive attribution model:

Success → Ability → Enhance the expectation of success → Improve the level of motivation → Improve self-efficacy.

Failure → lack of effort → maintaining high expectations → improving motivation level → maintaining high self-efficacy.

Negative attribution model:

Failure → lack of ability → lowering the expectation of success → lowering the level of motivation → lowering self-efficacy.

Success → luck → seldom enhancing the expectation of success → low level of motivation → low sense of self-efficacy.

The negative attribution model is obviously not conducive to the individual's subsequent behavior. Therefore, in practical teaching, teachers can solve students' cognitive problems through attribution training, change students' attribution methods, and thus mobilize students' enthusiasm. For example, students are depressed because of poor exam results. Teachers' guidance and encouragement mainly help students to make proper analysis and make external attribution such as insufficient efforts or difficulties, so that students can change their attribution methods, improve their understanding level and stimulate their enthusiasm for learning.

4. Strengthen the emotional communication between teachers and students by exploring the aesthetic factors in senior high school biology.

Aesthetic teaching is the need of biology and quality education. In teaching, we should be good at discovering and exploring various aesthetic elements, so that the whole teaching process of biology class can be transformed into aesthetic appreciation, expression and creation activities, thus effectively improving the quality of biology teaching and promoting the formation of students' good personality and psychological quality. Biological science is a scientific system formed by the concepts, principles and arguments established by biologists through the process of abstraction, induction, deduction, beautification and synthesis on the basis of experimental observation. Biologists' inquiry process is guided by aesthetic psychology, such as the establishment of DNA molecular model and the discovery of basic laws of heredity. Biological theory is the conceptualization of biological beauty, which explains complex phenomena in a concise form. For example, Darwin's theory of evolution still shines after 130 years. It not only scientifically explains complex life phenomena, but also liberates human thoughts from the shackles of theology. Every major discovery and technological breakthrough in biology contains the beauty of personality and thinking in the process of scientific discovery. Biology is a practical subject, which is closely related to the survival and development of human beings. The discovery and application of penicillin, the cultivation and popularization of hybrid rice, and the research and application of gene therapy have all brought beautiful changes to people's lives, and students can also feel the social and economic value of science and technology. In a word, biological science embodies the beauty of science in theory and practice, both in content and form.

The aesthetic composition of biology includes teaching content, teaching form and teaching media, and teaching media is the material intermediary between content and form. It can be said that it combines the aesthetic attributes of natural beauty, social beauty and artistic beauty. In short, aesthetics in biology teaching not only comes from the enjoyment of audio-visual senses, but more importantly, it can stimulate students' activities at all levels of psychological structure, including mobilizing unconscious psychological activities, so that the learning content is vivid and cordial, the learning process is creative and vital, and the learning thinking is more active, resulting in what psychologist Maslow called "peak experience"

In short, in senior high school biology teaching, we can and should not only create a harmonious classroom psychological atmosphere, but also improve learning efficiency, enrich students' emotional experience and help students form good personality psychological quality.