This paper introduces several commonly used teaching methods: lecture, experiment, question inquiry, edification and so on. Combined with the specific teaching content, this paper expounds the characteristics and advantages of each method, and how to use these teaching methods in life classroom teaching, so as to better realize the teaching objectives and complete the teaching tasks. The so-called teaching method is the general name of the ways and means used by teachers and students in the teaching process in order to achieve the common teaching goals and complete the common teaching tasks. Due to the progress of the times and the development of society, modern students are widely exposed to new things and have active thinking. The monotonous teaching methods and methods in the past are no longer applicable. Life-oriented classroom requires teachers to stop using spoon-feeding teaching methods and use a single narrative teaching method. Then, in the wave of reform, what kind of teaching methods should be used to adapt to the development of society and conform to the progress of the times? Professor China Li Bingde classified the teaching methods as follows in On Teaching. The first kind of methods: "the method of transmitting information based on language", including teaching methods; Talking method; Discussion method; Reading instruction method, etc. The second method: "method based on direct perception", including demonstration method; Access methods, etc. The third method: "the method based on practice training", including practice; Experimental methods; Practice method. The fourth method: "teaching method based on appreciation activities", such as edification. The fifth kind of methods: "methods based on guided inquiry", such as discovery method; Query methods, etc. Personally, I think Professor Li's classified teaching method is very suitable for junior high school chemistry teaching in the current life-oriented classroom. He takes students as the center, considers students' cognitive level and acceptance ability, and makes teaching easier to be accepted and understood by students from their perspective. Professor Li's proposition is also the embodiment of the life-oriented spirit of classroom teaching in our school. In the usual teaching, I pay more attention to the scientific, reasonable selection and effective use of various teaching methods, master the characteristics of various teaching methods, comprehensively consider various elements of various teaching methods, and strive to choose the appropriate teaching methods reasonably and optimize the combination as much as possible. The following are some teaching methods I use in class. I hope everyone will criticize and correct me. First, listen carefully and understand the essence of knowledge. Teaching methods require teachers to systematically impart scientific knowledge, spread ideas and concepts, develop students' thinking ability and develop their intelligence by using language. This law requires teachers' language organization ability and knowledge generalization ability. For junior three students, they have just come into contact with the subject of chemistry and know little about the micro-world. It is difficult to understand molecules and atoms that are invisible to the naked eye, and it is impossible to imagine the internal composition of atoms and the electron configuration in atoms. This requires teachers to use concise language and give concise examples when teaching this part. In daily life, when bees collect honey near a flower, there is no definite flight path. For a period of time, they may appear near or far away from this flower, which seems irregular. But after careful observation, it is not difficult to find that bees appear near flowers more often than far away from them. Let students feel that electrons are moving at high speed in this tiny space outside the nucleus, sometimes far away from the nucleus and sometimes near the nucleus. We can't accurately determine or calculate the position of an electron at a certain moment, but we can theoretically calculate the probability that it appears in a certain range outside the nucleus. Finally, let the students understand that in a multi-electron atom, each electron has different energy and different motion regions. High energy is farther from the nucleus, and low energy is closer to the nucleus. The region closest to the nucleus is called the first layer, and so on, which is called the second layer, the third layer, the fourth layer, the fifth layer, the sixth layer and the seventh layer respectively, that is, in an atom with multiple electrons, the electrons outside the nucleus move on the electron layers with different energies. The first electron layer can hold up to 2 electrons, and the second electron layer can hold up to 8 electrons. For example, there are 8 electrons outside the oxygen core, 2 electrons are arranged in the first layer and 6 electrons are arranged in the second layer, and the electrons move around the core at high speed. On the basis of students' understanding, consolidate through practice and further deepen their understanding. Second, use your hands and brains to experience the fun of learning. As the saying goes: "I have heard it and forgotten it; I have seen it and remember it; I have done it, I understand. " It can be seen that hands-on experiments are necessary for understanding and mastering knowledge. Only by making students really move in class can they feel, enlighten and edify. Chemistry is a science based on experiments, and experimental operation can help students master knowledge and understand truth. Experimental method is also a method that we use more in life-oriented classroom teaching. For example, in the section on the nature of oxygen, we boldly let go and encourage students to use their hands and brains. From the preparation and collection of oxygen to the study of oxygen properties, all activities are completed by group cooperation, and the teacher only plays the role of assistant and gives guidance when necessary. The roles of students and teachers are exchanged, students are in a dominant position, their enthusiasm is fully mobilized, the division of labor among groups is clear, and everyone performs their duties and hands-on experiments. Through my own practice, I really understand why the lower end of the long-necked funnel should be submerged below the liquid level, why the catheter can't extend into the gas cylinder for too long, how to make the gas cylinder leave no bubbles and ensure the purity of the collected oxygen ... In the hands-on operation, the students thoroughly understand the truth, and their hearts are suddenly enlightened, avoiding the disadvantages of understanding only from the surface but not actually. From the test in this section, we can see that students have a good grasp of the experimental operation and matters needing attention, which fully proves the necessity and importance of hands-on operation. Third, the mysterious question inquiry method in cooperative communication and exploration requires teachers to create good teaching plots that are conducive to students' exploration and discovery, and actively guide students' exploration and discovery. In the past teaching, when the teacher threw out questions and the students couldn't answer them or the answers were incomplete, the teacher was often impatient, fearing that the students would delay the time and affect the progress of classroom teaching, and quickly told the students the standard answers. However, students are often ungrateful, and the knowledge points repeatedly emphasized in the knowledge test are still full of mistakes. The fundamental reason is that these problems are not solved by students themselves. Students don't use their brains, so they don't understand. They just memorize and forget what the teacher said in a few days. The teacher felt very wronged, and worked so hard to speak so many times that it was like casting pearls before swine. What's more, this direct method of revealing secrets slowly stifles students' scientific literacy in discovering, solving and exploring problems. In the life-oriented classroom, I think we must put the students in the main position, throw the questions to the students, let them analyze the significance of the problems, participate in the discussion, and finally find a solution to the problems. In the teaching of burning and fire fighting, because burning is a common phenomenon in students' life, students already know many methods to promote burning and fire fighting. Therefore, in the design of this lesson, we should let students tell their own life experiences as much as possible, guide them to understand the principles of combustion and fire fighting from the perspective of chemical reaction, and guide them to connect their life experiences with chemistry. The design of this lesson is as follows: prepare lighters, candles and alcohol lamps, and light them separately. Let the students tell the methods of extinguishing and the main purpose of adopting these methods. In class, students become active as soon as questions are raised. These activities are familiar and understandable to students, so it is natural to introduce students into the atmosphere of the new curriculum. After a short exchange and discussion, the students spoke enthusiastically and expressed their group's opinions. "When the lighter goes out, just loosen the switch. If you are out of breath, it will go out. " "Yes!" As soon as a student finished answering, all the students commented on him loudly. "Alcohol lamp went out. Cover it with a lamp cap. If there is no oxygen in it, it will go out. " "Yes!" "You should take off the lamp holder and cover it again. Prevent the pressure from being small and it is not easy to open next time. " Another student added. "Great, you are very considerate." Hearing my praise, the students smiled happily. "The candle is blown out with your mouth, and the gas blown out is carbon dioxide, and the fire is extinguished." "yes." "No." Students' evaluations are divided and obviously hesitant. I further suggested: "Fan the wind with a fan, will the candle go out?" Is the fan-out wind carbon dioxide? ""The fan is because the temperature drops and the candle goes out. " The students scrambled to answer. Many students suddenly realized that this was the way it was. From the subsequent classroom tests, it can be seen that students' understanding of the principle of fire fighting is in place, and most of the examples given by students are three examples used in guiding classes. The problem-based teaching method makes students really use their brains and think positively, which is of great help to the understanding of knowledge. Fourth, cultivating sentiment and feeling leisure in life refers to the method of using educational factors in various situations, especially the educational situations consciously created by educators, to influence and cultivate students, cultivate their positive and healthy thoughts and feelings in a subtle way, and thus improve their ideological consciousness and moral level. When students are exposed to chemistry for the first time, how to make students love and like chemistry and stimulate their interest in learning chemistry? Unit 1 Chemistry has changed the world and has a great influence on our daily life. All aspects of food, clothing, housing and transportation are inseparable from chemistry, which embodies the great role of chemistry in social development, makes students feel the wonder of chemistry, and makes them feel the wonder of chemistry with things around them. In this wonderful and pleasant feeling, it initially formed the values of chemical science. In this class, I try to let the students speak, reminding them that the first thing after waking up in the morning is to imagine what items they will use before going to bed at night. Are these items natural or man-made? What impact does it have on our lives? The students are in high spirits in the classroom. From clothes, trousers and shoes worn after getting up, to steamed bread, noodles, rice and vegetables on the dining table, to bicycles and cars for school, to desks, books, pencils, doors and windows in the classroom. We feel the importance of chemistry to life. Learning chemistry well helps us to live a better life. We have a strong interest in chemistry and are eager to know more knowledge. Learn atomic structure, make alkali, etc. We can use edifying teaching methods to stimulate students' national pride and create a sense of pride as a China person. 5. Learn from others and realize the true meaning of chemistry. In practical teaching, it is monotonous to adopt only one teaching method, which can't accomplish teaching tasks and objectives well. In teaching, we should flexibly use a variety of teaching methods according to the different teaching contents, and even use them repeatedly, so that colorful teaching methods can blossom everywhere in the daily classroom, so that students can master knowledge and understand meaning better and faster. In order to explain the law of conservation of mass, I adopted various teaching methods, such as experimental demonstration, lectures and student discussion, so that students can understand and analyze from all aspects and finally achieve the purpose of understanding. As Professor Ye Lan of East China Normal University said, "Classroom teaching contains great vitality. Only when the vitality of teachers and students is effectively exerted in classroom teaching can it really contribute to the cultivation of new people and the growth of teachers, and the classroom will have real life. " These are some of my experiences and practices, and there are still many imperfections. I will make further efforts in future teaching and strive to do better. References: 1, Li Bingde's Teaching Theory People's Education Press 200 1 2, Lu Weicheng's Teaching Book for Chemistry Teachers, Shandong Education Press 20083, Bi and Lu Wei's Task Analysis Theory and Chemistry Teaching Design, China Education Press 2000.