生物学科知识点繁杂,需要记忆的东西多,但过于强调记忆,学生就会觉得记忆这些过于“枯燥”知识,占用了很多的时间,也使学生失去了学习生物的兴趣,制约了非智力因素的发展。学生虽记住了不少知识点,但解题能力差,遇到问题仍然不会分析,无法将科学实践与现实生活建立联系,学不能致用。反思以上现象,关键原因在于:学生在学习中缺少了思考环节,没有建立知识间的内在联系,更没有将已学知识作为学习新知识的工具,仅加重了自己的记忆负担。所以生物课堂上应该将学生的思维打开,以思考作为动力,贯穿学习的始末。 However, if you put too much emphasis on memory, students will feel that remembering these too-boring knowledge would take up a lot of time and will also make students lose their interest in learning biology and restrict their use. The development of intelligence factors. Although the students remember a lot of knowledge points, but poor problem solving skills, the problems encountered will still not be analyzed, can not establish the connection between scientific practice and real life, can not learn. The key reasons for reflecting on the above phenomena are: students lack the thinking links in their studies, do not establish the internal connection between the knowledge, and fail to use the learned knowledge as a tool to learn new knowledge and only increase their memory burden. Therefore, students should be open in the biological classroom thinking, thinking as a motivation, throughout the study.