Traditional education pays attention to logic and language training, attaches importance to the role of left brain, and ignores the training and development of right brain. This educational model, which pays more attention to logic than image, is the direct cause of the phenomenon of "high scores and low abilities" in traditional education. In order to make a breakthrough in research, it is not only the learning ability provided by the left brain, but also the creative ability provided by the right brain that plays a decisive role. It is difficult to achieve the training goal when the left brain or the right brain develops in one direction. Therefore, both logical thinking and image thinking should be advocated in biology teaching to realize the complementarity of left and right brain functions. The following is a brief talk about the author's experience in teaching practice. 1. Stimulating learning interest and motivation is the driving force of learning. Only by stimulating students' interest in learning can students have real enthusiasm and initiative, overcome all kinds of difficulties in learning and study hard with strong perseverance. Practice has proved that students can only be in the most active state when they are in a happy psychological state. Fascinating stories, dialogues, problem-creating scenarios, interesting demonstrations and experiments, and interesting activities and games can effectively arouse students' enthusiasm and interest in learning. For example, when talking about "the source of energy-light and photosynthesis", the general rule is that photosynthesis increases with the increase of light intensity during the day; But at noon in summer, 12, the light is the strongest, but the intensity of photosynthesis decreases. Why? Through this question, the boring classroom atmosphere will naturally become active, which can not only arouse students' enthusiasm for learning, but also cultivate students' logical reasoning ability and comprehensive problem analysis ability. Second, fully develop multimedia teaching. Using modern means such as images, pictures, chart models, slides and CAI courseware has become a common mode of modern teaching. The novelty, diversity and interesting performance of teaching methods attract students' attention, stimulate students' learning motivation and improve their learning enthusiasm. It can also cause the mutual transformation of intentional attention and unintentional attention, make learning natural and create favorable conditions for mastering knowledge. Therefore, we should attach importance to multimedia combination teaching in teaching and speed up the modernization of teaching methods in combination with teaching practice. For example, in the teaching of "Gene Directed protein Synthesis", the related structures in cells can be displayed by animation, and the process of interpreting DNA information (that is, DNA→mRNA) can help students understand the conditions (templates, raw materials, energy, enzymes) needed in the transcription process. Then, animation shows the movement of mRNA, the combination with ribosomes and the process of translating protein, so that students can understand the conditions (templates, raw materials, energy, enzymes) required for the process of "translation". And understand the differences and connections between "transcription" and "translation" (such as different places, etc. ), so that students can master the life phenomenon that is not easy to observe, and combine the intuition of the right brain with the concept of linguistic logic of the left brain to understand the process, conditions and significance of "gene-guided protein synthesis". Therefore, through the multimedia combination teaching method, we can simplify the teaching content, turn virtual into reality, turn abstract into concrete, and solve the key and difficult points of teaching. Moreover, students' observation, comparison, analysis and synthesis of a large number of specific materials are conducive to understanding more complex abstract knowledge and cultivating the ability of abstract generalization. Modern audio-visual teaching methods can provide vivid and vivid pictures, supplemented by the organic cooperation of language, so that students' various analyzers can work together, which is conducive to the mutual promotion of left and right brains, the complementarity of two kinds of thinking, and the long-term and firm memory of input knowledge and information. Third, the development of thinking in images For a long time, due to people's limited understanding of brain function, traditional teaching methods ignored the development of the right brain, which hindered the development of thinking in images and greatly limited the potential of the brain. Teaching practice shows that because the role of thinking in images is neglected in the teaching process, the understanding process of subject knowledge is divorced from the characteristics of subject thinking mode, which makes knowledge difficult to understand. In order to cultivate a smarter and more creative new generation, we can't ignore the development of students' thinking in images in teaching. You can refer to the following practices: (1) situational teaching combines teaching materials to create a variety of scenarios. Through vivid and interesting language, students' learning emotions and thinking are adjusted to the most positive state, thus stimulating students' imagination. For example, when talking about "the source of energy-photosynthesis", clever design problems are introduced, and vivid metaphors are made: the leaves of plants are like huge "factories" and mesophyll cells are "workshops". The light energy received by modern solar energy systems is used as power to drive the chloroplast "machine" to operate, and then students are guided to try to associate, and the last landscape of photosynthesis will naturally emerge in the right brain of students. (2) In order to reveal contradictions, stimulate thinking, and facilitate students to understand and master knowledge, intuitive teaching should be good at using intuitive teaching AIDS, form representations through intuitive effects, and combine teachers' vivid descriptions, from macro to micro, from static to dynamic, to stimulate students' imagination and concretize abstract knowledge. For example, when talking about "organelles-division of labor and cooperation within cells", we can use the eukaryotic cell structure model to observe, and then combine with the homework "Model building-trying to make a three-dimensional structural model of eukaryotic cells", so that students can make a three-dimensional structural model of eukaryotic cells on the basis of understanding the structure of eukaryotic cells and compare it with textbooks. In this way, students not only master the knowledge, but also cultivate the practical ability and observation ability, so that the perceptual knowledge in the right brain of students can be input into the left brain for thinking and sorting out, and then it can be upgraded to rational knowledge, thus improving the thinking ability. Fourth, developing biological mapping can cultivate students' observation ability, train students' thinking ability in images, judgment ability and spatial cognition ability, and promote the development of students' right brain intelligence. Biological mapping turns the original abstract and boring expression into concrete and considerable demonstration, which makes it store and condense a lot of time and space information, and injects it into the right brain with image language that students can easily accept, which activates the brain's thinking. There are essential differences between biological painting and artistic painting, such as the experiment of "observing mitosis of apical meristem cells" When observing, the left eye looks at the eyepiece to identify the cell morphology, chromosome number, morphology, behavior and spindle, and compare different cells and different mitotic stages. This stimulus activates the right brain, and the right brain will start. At the same time, open your right eye, observe the drawing, and draw the image of the observed object on the drawing. When painting, consider the graphic positioning layout first, draw the outline with a pencil, and then shape. After drawing, draw the name of the horizontal line on the right side of the diagram to mark the structure. After observing and drawing with a microscope, students can finally form a three-dimensional concept, which will play the role of using and practicing the brain, and will make the image deeply imprinted in the memory of the brain. 5. Open the laboratory and cultivate thinking in images Biology is a science based on experiments. Through students' observation and hands-on operation, students' ability of observation, analysis and hands-on is improved, and image thinking based on imagination is cultivated. However, traditional teaching only pays attention to theory, ignoring experimental teaching and ability training, which makes students' thinking rigid and their creativity limited. In order to change this situation and cultivate qualified talents, the author proposes to open laboratories and vigorously carry out experimental teaching to make up for the lack of classroom teaching. The specific methods are as follows: (1) In addition to extracurricular activities, the laboratory is opened regularly every week. (2) Experienced teachers should be in charge of the laboratory. (3) Teachers design topics and experimental steps, students prepare instruments, do them by hand, and analyze the experimental results. (4) Teachers give questions, students design steps and analyze the results. Through different levels of experiments and teachers' evaluation, students' learning enthusiasm is fully mobilized, students' thinking in images is cultivated, and the knowledge of classroom learning is consolidated through opening laboratories. In addition, using the instruments provided by the open laboratory, students can be arranged to operate their homework, and at the same time, they can be guided to write scientific papers and evaluate them, so that practice can be improved to theory. Opening the laboratory, making full use of laboratory instruments and tools, flexibly applying knowledge of death and integrating theory with practice can cultivate students' thinking in images, greatly deepen students' memory, strengthen their interest in subjects and promote the development of the right brain. In a word, people have great learning and creative potential.