《九年义务教育全日制初级中学生物教学大纲》中要求学生能初步地把所学的生物学知识应用于生活和生产实践,分析和解释一些生命现象。《高中生物会考纲要》（修订本）中也要求学生能用各种表达形式准确地描述或解释有关的生理现象、生理过程、生命活动变化规律和生物实验原理。从这两年会考生物试题理解能级考题的得分率来看,大多数学生的表达能力还是较差的,并且教学中经常出现这样的情况:学生回答问题时,要么文不达意,长篇累牍,关键的字、词、句靠不上,要么是回答无逻辑性、术语运用不规范。因此,教师在努力培养观察、实验等能力的同时,更应注意表达能力的培养。我们在生物教学和课外生物科技活动中,对学生表达能力的培养和训练进行了一些尝试。 一、按照学生心理特点和师生心理相容理 The “Nine-Year Compulsory Education Whole-day Junior High School Biology Teaching Outline” requires students to apply the learned biological knowledge to life and production practices and analyze and explain some life phenomena. The “High School Biology Examination Outline” (Revised Edition) also requires students to accurately describe or explain relevant physiological phenomena, physiological processes, life activity changes, and biological experimental principles in various forms of expression. From the perspective of the score rate of the energy level examination questions in the biological examination papers in the two years of examination, most of the students’ expression ability is still poor, and the situation often appears in teaching: When students answer questions, they either cannot express their wishes or are full of length. The key words, words, and sentences cannot be relied on, or the answers are not logical and the use of terms is not standardized. Therefore, while teachers are trying to cultivate their ability to observe and experiment, they should pay more attention to the cultivation of their ability to express. We have made some attempts to train and train students’ expression skills in biological teaching and extracurricular biotechnology activities. First, according to the psychological characteristics of students and teachers and students psychological compatibility theory