义务教育生物新课程理念是面向全体学生,提高生物科学素养,倡导探究性学习。课堂是实施生物新课程理念的主阵地,也是生物教学中实施素质教育的主阵地。只有优化课堂教学,才能推行基础教育的改革,才能把提高学生素质真正落到实处。1 优化课堂教学目标课堂教学必须有明确的主攻方向,这个主攻方向就是平常所说的教学目标,它是课堂教学活动的“方向盘”和“指南针”,也是起始和归宿。教师要以素质教育为指导思想,根据课标的要求:(一)制定出明确的教学目标,不能含糊其辞,模棱两可;(二)要具体,即要提出课堂教学结束后应达到从未知到已知,从知之甚少到知之甚多,从明理到导行,从低水平发展到高水平的具体要求;(三)要恰当,既要保证课标、新课程的基本要求的实施,又要使绝大多数学生经过努力能达到;(四)要完整,既要有认知目标,又要有能力目标,还要有情感态度与价值观目标。例如:我教《生态系统》一节时,制订的教学目标是:(一)认知目标:1.说出生态系统的概念和组成;2.描述生态系统中的食物链和食物网;3.认同生态系统的自动调节能力是有一定限度的。(二)能力目标:1.培养学生的观察能力,发散思维能力、分析问题的能力和表达能力;2.培养学生辩证唯物主义观点。(三)情感目标:1.培养学生热爱自然、热爱生命的思 The new curriculum concept of compulsory education biology is oriented towards all students, improving the quality of biological sciences and advocating inquiry learning. Classroom is the main position for implementing the new biological curriculum concept, and it is also the main position for implementing quality education in biology teaching. Only by optimizing classroom teaching can we implement the reform of basic education so as to truly improve the quality of students. 1 Optimize Classroom Teaching Objectives Classroom teaching must have a clear main direction of attack. This main direction is the usual teaching goal. It is the “steering wheel” and “compass” of classroom teaching activities. It is also the starting point and destination. Teachers should take quality education as the guiding ideology, according to the requirements of the curriculum standards: (1) Formulate clear teaching goals that cannot be ambiguous and equivocal; (2) Be specific, that is to say, after the end of classroom teaching Knowing, from knowing very little to knowing so much, from understanding to guidance, from the low level to the high level of specific requirements; (C) To be appropriate, we must ensure the implementation of the basic requirements of the curriculum standard and new curriculum, but also Make the vast majority of students through efforts to achieve; (D) to be complete, both to have a cognitive goal, but also have the ability to target, but also have emotional attitudes and values ​​goals. For example, when I taught the “ecosystem” section, the teaching objectives that were formulated were: (i) Cognitive goals: 1. Say the concept and composition of the ecosystem; 2. Describe the food chain and food web in the ecosystem; 3. It is certain that there is a limit to the automatic adjustment ability of the ecosystem. (B) ability goals: 1. To develop students’ observation ability, divergent thinking ability, ability to analyze problems and expressive ability; 2. To develop students’ dialectical materialism point of view. (3) Emotional goals: 1. To develop students’ love for nature and love for life