生物活力课堂是以生物课程标准为基础,以学生快乐发展为目标,以优化设计和良性生成的有效教学为过程的充满生机和力量的一个系统整体。活力课堂作为笔者所在校“活力教育”的主阵地之一,要求课堂呈现教学内容宜地合时、教学环节律动变化、学习方式自主探究、师生关系互动相长的课堂场面,形成新的课堂评价关系。优化课堂情境在“蚯蚓”一课教学中,笔者创设一个故事情境,优化课堂教学语言,以拟人化第一人称手法,层层递进,引出 Bio-dynamic classroom is based on biological curriculum standards as the foundation, the students happy development as the goal, to optimize the design and production of a sound and effective teaching as a process full of vitality and strength of a system as a whole. As one of the main positions of author’s school “Vitality Education ”, the vitality class requires that the class present the classroom contents that should be timely, the tectonic changes of the teaching cycle, the independent exploration of the learning mode, the interactive interaction between teachers and students, and the formation of new The classroom evaluation of the relationship. Optimize the classroom situation In “earthworm ” class teaching, the author creates a story situation, optimizing the classroom teaching language, to anthropomorphic first person approach, progressive layers, leading