| With the new curriculum reform on changing passive learning to active inquiry learning concept of junior high school biology, more and more research on efficient classroom. Classroom import is the first link of teaching, can stimulate interest on learning, attract attention, inspire thinking, active classroom atmosphere, establish the emotion between teachers and students, clear learning objectives, stimulate motivation effect, so the biological classroom should cause enough attention; but at present in high school biology teaching practice, the classroom introduction is often overlooked duing to various reasons,.In this paper, based on the summary of previous studies, issued a survey of teachers’ and students’ questionnaires. The survey results showed that: in the current high school biology classroom there is no import, import form boring and tedious, and into the language of procrastination into teaching content independent import and the characteristics of the students do not match, the lack of interaction between teachers and students, import content lack of interest and so on; these are not conducive to the realization of efficient classroom. The reasons of this phenomenon are analyzed: classroom attention degree of teachers is not enough, into the design ability is limited, the teaching idea lags behind, life is too monotonous, will affect the design of classroom; students’ academic level is different, different living environment can affect the biological classroom effect. From the above reasons, designed 12 kinds of biological classroom import methods, and on the basis of the object, classifies them by "material" "love", by importing, "knowledge", "language" to import.The author will combine the import method and the junior high school biology textbooks, designed the biological classroom lead-in teaching grade seven; and use the import method to carry out a teaching experiment for the first half of the Sixty-two Middle School In Zhengzhou. In the teaching experiment carried out in early stage was a questionnaire and the data were analyzed by correlation analysis, in order to understand the level of the students and the effect; the final exam grades of students and the results of the questionnaire showed that: Students’ learning interest in biological experiment condition of high ratio of 35.23%, 36.18% higher than the control class; attention concentration were increased by 34.32%, 20.39%; classroom expectations were increased by 46.99%, 47.47%; class satisfaction were increased by 65.87%, 40.79%; the atmosphere of the classroom activity were increased by 12.44%, 49.67%; active participation were increased by 29.74%, 28.51% learning in biology; the difficulty of exercises is 15.19% lower than before the experiment, the control class lower than 5.15%; The average score of the experimental class is significantly higher than the control class. In a word, with its experimental and control class, the experimental class students’ learning interest, concentration, import the expectation, satisfaction, the classroom atmosphere active, active participation, learning scores were significantly improved in biological. Therefore, be just perfect lead-in contributes to efficient classroom; teachers should improve on classroom attention, to expand their knowledge, understanding intentions into the way of innovation, around the "classroom into scientific and reasonable design concept of student center". |
