(A) Starting from the combination of teaching and life, create scenarios.
Mathematics is closely related to life, and it is everywhere in life. Creating scenarios based on the application of mathematics in real life can not only make students realize the importance of mathematics, but also help students solve problems with the mathematical knowledge they have learned. For example, when I was teaching proportional distribution, I created a teaching scene of beverage preparation. At the beginning of class, the teacher asked: Do students like drinking? What kind of drinks do you like to drink? The students all said they liked their favorite drinks, and then the teacher asked, have you ever drunk your own drinks? The students all say that they have never. At this time, the teacher guided the situation: in this class, we make our own drinks. After the preparation, the teacher asked the students to taste the drinks they prepared. Because it is not prepared in a certain proportion, it is natural to say "delicious", "too sweet" and "too weak". At this time, the teacher seized the opportunity and asked the students to change their drinks and taste them again. Students will find that the drinks prepared by their deskmates taste different from their own, and they can find out the reasons, such as "too much powder in the drinks of deskmates" or "too much water" and so on. At this time, the teacher promptly guided: to prepare a delicious drink, water and beverage powder must be appropriate. Now, please prepare again. And think about it, you should put a few portions of beverage powder and a few portions of water to make a good drink. At this time, the group cooperates and makes drinks together. This kind of teaching scene is not only closely related to life, but also can arouse students' high attention and interest at once, so that students' learning activities can be vividly carried out along the solution of related problems. Students always actively explore, discuss and cooperate with great interest, which promotes students' active development.
(B) the use of questions to explore and create scenarios
Appropriate scenarios are usually associated with the solution of practical problems. It is an effective method to set up teaching situation by using problem inquiry, which is convenient for exploring, discussing, understanding or solving problems. For example, when teaching "Finding the volume of a cylinder", some people created the following problem scenarios step by step when guiding students to explore the volume formula: Step one, can you find the volume of water in a cylindrical glass container? Students are interested in this, but it is difficult to tell the answer at the moment. A student tried to say that "cylindrical water" can be poured into a cuboid container, and then the length, width and height can be measured separately to calculate the volume. This idea has been recognized by everyone. In the second step, the teacher pushed the boat with the current and asked: If "cylindrical water" is replaced by "cylindrical clay", how to calculate its volume? This question aroused the children's sense of surprise. The students thought about it and thought that it could be kneaded into a cuboid and the volume could be calculated. In the third step, the teacher's problem is neither "water" nor "mud", but a cylinder. Can you calculate its volume? Wood blocks can neither be dropped nor pinched, and new problems have been encountered. The students thought about it and thought that it could be immersed in a rectangular container and measured by measuring the same volume of water it discharged. Just when the students were active in thinking and willing to solve the problem, the teacher showed the key points of the problem. If it's cylindrical cement columns on both sides of the theater gate, can you find a way to calculate it? At this time, the students were deeply touched: ① There must be a formula for calculating the volume of a cylinder; ② This formula can be found from the relationship between cuboid volume and cylinder volume. The teacher's series of questions not only lead the students to think deeply and explore actively step by step, but finally make the formula for calculating the volume of a cylinder "born" in the hands of the students.
(C) the use of cognitive contradictions, the creation of scenarios
The contradiction between old and new knowledge, the contradiction between daily concepts and scientific concepts, and the contradiction between intuitive common sense and objective facts can arouse students' interest in exploration and desire for learning, and form a positive cognitive atmosphere, so they are all good materials for setting up teaching situations. For example, when teaching "Year, Month and Day", there is such a scenario design: "Do students like birthdays?" The students all replied happily: "Yes!" Then I asked several students, "How old are you? How many birthdays have you had? " After the students answered in turn, the teacher said, "Students, how old a person is, there will be several birthdays, while Xiao Gang only had three birthdays when he was 12 years old. Why is this? Do you want to know the secret? " After hearing this, the students were in high spirits and a strong thirst for knowledge came into being. At this time, teachers seize the students' thirst for knowledge and join the new class in time, and students' enthusiasm for learning will run through the whole class. This scenario design takes advantage of the disharmony between students' cognitive factors, which not only creates an interesting emotional environment to mobilize students' positive thinking, but also introduces the key points and difficulties of the course and creates a good cognitive environment.
(D) the use of hands-on operation, the creation of scenarios
Piaget, a famous psychologist, said: "Children's thinking begins with action. If we cut off the connection between action and thinking, thinking cannot develop. " In the teaching process, they are often allowed to move, divide, draw, measure and pinch. It can promote students' various sensory activities and achieve good learning results. For example, when teaching "Calculation of Trapezoidal Area", I guide students to use two identical trapezoids to derive the formula of trapezoidal area through rotation and translation, and ask students: "Can students convert trapezoids into other learned figures to derive its formula?" Because in "Three"
How to create teaching situation in junior middle school chemistry teaching. Lead-in is the beginning of classroom teaching, the prelude of teaching movement, the first note of emotional resonance between teachers and students and the first bridge of spiritual communication between teachers and students. As the saying goes, "A good beginning is half the battle". Designing a refined, novel and enlightening lead-in method can resonate with students' learning, concentrate their attention, induce their thinking, stimulate their curiosity, fully mobilize their enthusiasm and initiative, and achieve the effect of "pulling one hair and moving the whole body".
Teaching has the law, but teaching cannot. There are various teaching methods, so is the introduction of new courses. Because of the different teaching contents and teaching objects, teachers have to design flexible, vivid and interesting leads to make classroom teaching lively. Based on years of teaching experience, the author talks about the art of integration in chemistry classroom teaching.
1. Examination means that teachers write the questions on the blackboard first, and then start with examination to guide students to analyze the questions, thus leading to new lesson teaching. This method is straightforward, the theme is clear, the key points are prominent, and students go straight to the key points. Students will soon enter the discussion of the central content to stimulate their interest in learning. The key to using the method of examining questions is that teachers can carefully design a series of questions around the topic and introduce them into classroom teaching by asking questions, asking questions and discussing, thus arousing students' positive thinking and paving the way for new curriculum teaching.
2. Experiment is the soul of chemical science, and chemistry teaching cannot be separated from experiment. In the new class, the use of chemical magic or interesting phenomena in experiments gives students a direct visual impact, stimulates their interest in learning and strong curiosity, thus generating their desire for learning. It is very important to improve students' interest in learning chemistry and have a good first class. Chemistry is a new subject that students come into contact with after entering the third grade. Have a good first class, make students feel that chemistry is an interesting subject to learn, thus improving their interest in learning.
Applying experiments to the new curriculum can push classroom teaching to * * *. Some chemical experiments are "magic". According to the psychological characteristics of middle school students, I did some interesting experiments for them in the first chemistry class. For example, I designed an interesting experiment "Rain leaves blossom". I first drew some flowers on white paper with a glass rod dipped in colorless hydrochloric acid solution, then drew leaves with colorless sodium hydroxide solution, hung the white paper on the wall, sprayed purple litmus test solution on the paper, and the wall appeared immediately. Then perform the magic of changing "clear water" into "milk": drop sodium carbonate solution into the clarified limewater, and the clarified limewater will become turbid immediately, which will make students feel that chemistry class is like "magic" and produce a pleasant learning psychology, which will keep students excited throughout the class, effectively stimulate their interest in learning chemistry and improve learning efficiency.
3. Introducing physical objects into classroom teaching can make students feel that life can't be separated from chemistry, and chemistry is everywhere in life, so that students can feel the joy of learning. For example, when I was studying "molecules and atoms", I took flowers and perfume to the classroom. When students appreciate these flowers, they can't help wondering what the teacher means by bringing them to class. At this time, I proudly asked, "What fragrance do you smell? Why do you smell it? " Then take out a glass of sugar water and a glass of salt water and ask the students, "Can you tell which one is sugar water and which one is salt water with the naked eye?" Why do sugar and salt disappear when put into water? "Introducing this topic into students' puzzled expressions will immediately make the boring" molecules and atoms "vivid, and students' interest in learning will double, adding a lot of luster to the new curriculum teaching.
4. The method of "conjecture and hypothesis" is an important factor of scientific inquiry ability. Students are curious about new chemical knowledge and have some guesses. Teachers should guide and inspire students in time, let students actively explore and verify their guesses, experience the happiness of success, and enhance their curiosity and desire to explore chemical phenomena. For example, after learning the law of conservation of mass, I asked students to make a bold guess: after burning magnesium rods in the air, is the mass increased or decreased compared with the original mass? Most students said that the quality had improved, so I smiled and let the students do the experiment by themselves. After the experiment, the students found that the index of the balance was to the right, indicating that the product quality declined after the reaction. So some students said, "I see white smoke." Some magnesium oxide turned into white smoke and ran into the air. It was not weighed, so it became lighter. " After this conjecture and verification, students' interest has been greatly increased, and their thinking ability and expression ability have also been exercised.
5. The story introduction method uses fables, allusions, legends, etc. Through clever arrangement and choice, the story is unfolded, which stimulates students' curiosity and thirst for knowledge and enlightens students' thinking. The introduction of interesting stories has played a bridging role and laid a good foundation for the new curriculum teaching. For example, when talking about "chemical elements and human health", I told my students: "This is a true story. A long time ago, farmers living in the lower reaches of Mount Fuji in Japan planted rice. The quality of rice is good, but the yield is not high. After many years, for some reason, the longer the rice, the better, and the output increased, which made the local farmers very happy. But it didn't last long. From 1955, a strange disease suddenly appeared among the residents here: the patient suffered from low back pain at first, joint pain in his back, hands and feet, and general pain soon. The patient waddles like a duck and has to endure great pain even when breathing and eating. The patient kept shouting,' It hurts! "It hurts!" From 1963 to 1977, 207 people died. It can be seen from the autopsy of the dead body that the patient's appearance is complete, but there are as many as 70 fractures in the body. Later, after expert research, we found the reason and caught the culprit. Originally, a zinc smelting plant was established upstream. The wastewater discharged from factories contains harmful element cadmium. Water containing cadmium irrigates rice fields, and rice also contains cadmium. People's long-term consumption of cadmium-containing rice has led to the above tragedy, which is Japan's' pain'. "This almost bizarre story surprised the students, aroused great doubts and sublimated their interest in learning. The "golden moment" of classroom teaching has arrived, and I went on to say, "It can be seen how important it is to protect the environment!" The students kept nodding. Through the narration of the teacher's image, students enjoy it, get education in jokes and discussions, broaden their knowledge and fully feel the importance of learning chemistry. When I was talking about burning, I told a story to the students. An archaeologist found an ancient tomb in the deep mountains. Through textual research, he confirmed that a prince was buried in it more than 1000 years ago. When the archaeologist finally pushed open the door of the tomb, he was scared out of his wits: one of the many extinguished chandeliers above the coffin was still burning. This experienced archaeologist has never seen a lamp that can burn 1000 years. When he was frightened, he turned and fled, never daring to return to the tomb. A few days later, several other archaeologists got the news and rushed here, but they didn't find the burning lamp. They successfully took out the cultural relics. Why? The students began the class with confusion. After discussing the combustion conditions, the answer will be solved. This influx has aroused students' strong interest in learning and thirst for knowledge, made students step into a good learning environment in interesting situations, and also reflected their emotional attitudes and values in this class.
6. Situational lead-in method is to use multimedia technology to show relevant pictures, films and shows before classroom teaching, and to link teaching theoretical knowledge with real life, so that students can effectively resonate with knowledge before learning new lessons, thus achieving the purpose of stimulating learning interest. For example, before the lesson of "Acid Rain", I will use multimedia to play a short film about the harm of acid rain to agriculture, architecture, forests and human health, so that students can understand the destructiveness of acid rain to our living environment before learning theoretical knowledge, so as to have the consciousness of resisting acid rain ideologically and lay a good foundation for later learning theoretical knowledge. In the lecture on fossil fuels, I will first show a short film about gas explosion in coal mines, so that students who have never been in contact with coal mines have the feeling of personal experience, so that students can further understand the interests of these fuels, expand their knowledge and have a strong interest in learning.
The above aspects are only some superficial experiences of the author and cannot be completely covered. In teaching, we still need to explore and sum up experience. I believe we will find a better secret recipe, further optimize and improve chemistry classroom teaching, and comprehensively improve the quality of chemistry classroom teaching.
Set the teaching situation according to the teaching content, so that students can easily enter the world of chemistry and explore unknown mysteries. When they returned home with a full load, they discovered the magic of chemistry, which was extremely effective.
On how to create teaching situation in ninth grade chemistry teaching With the development of curriculum reform, curriculum value tends to pursue colorful and profound connotations such as emotional attitude and values in scientific literacy. Situational teaching is to use the creation of certain situations to trigger students' cognitive conflicts and emotional conflicts, and guide students to pay attention to new knowledge and what they have learned. It has two main functions: first, it cultivates functions, cultivates people's emotions and purifies people's hearts; The second is the suggestion function, which provides students with good hints or inspirations and is conducive to training students' creative thinking.
First, the classification of scenarios.
A scene is a scene that can arouse people's emotions. In the actual teaching process, we generally divide scenarios into two types: teaching scenarios and learning scenarios. Teaching situation is generally defined based on the view that teachers are the knowledge givers in the teaching process; Learning situation is defined by the viewpoint that students are the main body of learning in the learning process.
Second, the way to create a chemistry teaching situation
Both teaching situation and learning situation occur in the process of individual learning, so the creation of situation is interrelated. As far as chemistry is concerned, there are many ways and methods to create situations, such as chemical experiments, chemical historical facts, "common but unknown" real cases, strange phenomena in life, sudden chemical events, "mistakes" caused by the expansion of old knowledge, and so on.
(A) the use of chemical experiments to create scenarios. Chemistry is a natural science based on experiments. Chemistry learning under the new curriculum concept further highlights a variety of teaching activities based on chemical experiments, and its intuitive, interesting and innovative characteristics are more conducive to stimulating students' interest. When using chemical experiments to create scenes, we can use demonstration experiments, inquiry experiments, life experiments, interesting experiments and other methods. For example: design an interesting experiment-"dripping water to make a fire"; According to common sense, water and fire are incompatible, but alcohol lamps can be lit with water in the experiment. While bringing surprises to students, it also causes cognitive conflicts in thinking, thus stimulating students' interest in learning and thirst for knowledge.
(B) the use of life and production cases to create scenarios. The new curriculum standard puts forward: based on students' existing experience, let them feel the importance of chemistry in familiar life situations, understand the close relationship between chemistry and daily life, and gradually learn to analyze and solve some simple practical problems related to chemistry. Selecting real cases in life to create teaching scenarios can make students truly experience the importance, life and practicality of chemistry; More importantly, we put forward the idea of experimental reform, which played a role of "throwing bricks to attract jade". For example, from the food in life, it is introduced that S _ ο _ 2 can be used for color protection, antisepsis and grape preservation of mushrooms, and then it is introduced that bleaching tremella and disposable wooden chopsticks with exposed S _ ο _ 2 will lead to poisoning and environmental harm caused by S _ ο _ 2. Curiosity will stimulate a strong thirst for knowledge, and students are eager to understand the essence of S ο 2 and find ways to eliminate its harm.
(C) the use of multimedia network resources to create scenarios. Multimedia technology can collect educational materials and display vivid pictures, images and clear words on the screen. For example, the appropriate use of teaching courseware to show the micro-world, the abstract chemical problems intuitive. Another example is that the simulation cannot be completed, the operation is wrong, and the chemical experiment is difficult, and the reasons for the order reversal in the experimental operation are analyzed. The network leads to every corner of the world. There are all kinds of information on the network, and unlimited teaching scenes can be created through the network. Making full use of network information resources will be the main means to create teaching situations in the future.
(d) Using problems and cognitive contradictions to create situations. Students' thinking often begins with questions, and it is often more important to ask a question than to solve it. The creation of question situation is a research hotspot in the field of chemistry situation teaching at present. The new curriculum standard puts special emphasis on cultivating students' "problem consciousness", and aims to cultivate students' thinking and improve their scientific literacy by asking questions, exploring questions and answering questions.
(5) Using interdisciplinary materials to create scenarios. In the usual teaching, we should attach importance to the connection between chemistry and other disciplines and cultivate students' comprehensive quality. In teaching, we should purposefully design some interdisciplinary topics so that students can understand the problems as comprehensively as possible on the basis of existing knowledge of various disciplines. For example: red tide, water bloom; Conductivity of aqueous solution and metal; Development and utilization of new energy; Types, functions and adverse reactions of food additives. These are all chemical problems that are contemporary, informative and interesting. In the study of these subjects, students can understand the relationship between chemistry and other subjects, understand, analyze and solve problems from multiple angles, and improve their comprehensive ability.
(six) the use of chemical history, chemical major scientific and technological achievements to create a scene. Running through the history of chemistry in the process of chemistry teaching can make teaching not only limited to the ready-made knowledge itself, but also trace its source and dynamic evolution, reveal its scientific attitude and scientific thought in the process of understanding, and enable students to learn the scientific method of developing and applying knowledge. For example, "SARS" has become a thing of the past in people's minds, but in that thrilling battle, the chemical industry has made great contributions. Chlorine-containing disinfectants and peracetic acid, according to the concentration recommended by the Ministry of Health, can completely kill atypical pneumonia virus in feces and urine within a few minutes.
Under the new curriculum reform, the requirements for scenario design are: the selected content should conform to the principles of teaching practice and students' physical and mental development, and at the same time, we should pay attention to the scientificity, value, comprehensiveness and authenticity of scenario creation, as well as the lifelong and acceptability of scenario creation, so as to find meaningful scenarios to promote learners' learning and achieve the purpose of facilitating learners' knowledge structure construction. The teaching of new chemistry curriculum needs to create vivid teaching scenes and optimize them in order to achieve the best effect of chemistry teaching.
How to create situational teaching in mathematics teaching. In the operation, students can spread the wings of imagination, and through the operation and comparison, they get the method of "seeing large numbers divided by decimals", and their thinking has been actively developed, which can make breakthroughs and innovations in the original cognitive structure. Another example is the teaching of "the volume of a cone". I prepared some sand for students to make a cylinder and cone with equal bottom and equal height. Students should first put sand into the conical model and then pour it into the cylindrical model. After seeing how many times it can be installed, the students are happy to operate it themselves. They worked hard and understood the formula for calculating the volume of the cone without any effort. The teaching effect is good. Life situation-practicing mathematics comes from life, and there is mathematics everywhere in life. Learning mathematics is to explain and solve problems in life. Therefore, in primary school mathematics classroom teaching, teachers should pay attention to students' life experience according to the teaching content, create a situation close to students' life, mobilize children's desire to explore, and thus promote students' active learning of mathematics knowledge. For example, at the beginning of a new class, the teacher kindly asked, "Do you like shopping in the supermarket, little friend?" "Which supermarket have you been to? What did you buy? " All the children have the experience of shopping in the supermarket. It's really a stone that stirs up a thousand waves. The children's enthusiasm was unprecedented, and they all raised their hands to speak: Health 1: I have been to the supermarket and bought a bag of salt for my mother. Health 2: I have been shopping in Jiajia to buy toilet paper for my family. Health 3: I have been to Li Kelong and bought a handful of garlic sprouts. Health 4: I have been to Baolongcang and bought two towels and some lollipops. ...... Teacher: It seems that all the students like to go shopping in the supermarket, and they can also help the family do something they can. It's really a good helper for mom. Another supermarket opened today. Let's go and have a look. Show the situation map and lead to a new lesson. The design of the above links makes full use of the students' existing life experience, and the teacher skillfully creates the living environment, arousing the children's desire to explore new knowledge and allowing them to explore and learn in a pleasant situation. Competitive situation-Comenius, an inspirational educator, once said, "Children's desire for knowledge and learning should be stimulated in every possible way." Since we are in a big competitive environment, it is better to set up a competitive situation in our primary school classroom. Teachers should introduce competition mechanism in the classroom, so as to achieve "low starting point, highlight key points, disperse difficulties, attach importance to the process, slow down and encourage more." Create opportunities for students to show themselves and express themselves, and promote all students to compete, learn and catch up. For example, I designed such a situation according to the teaching content and the psychological characteristics of primary school students. When teaching "multiplication formula of 7", when it was time to do classroom exercises, I took out four groups of questions and distributed them to four groups for relay race. Although I haven't announced the rules and requirements of the competition at this time, all the students have entered the scene set by the teacher and secretly cheered for their group, and all the students' interest in learning has been triggered. In a word, creating various situations in mathematics teaching can integrate rational teaching with sound, color and form, stimulate students' interest in learning, form a vivid, lively and efficient classroom teaching environment, and promote students' potential and teaching improvement.
How to create teaching situation in senior high school politics teaching. Students are young and have poor self-control, and psychological factors play a leading role in learning. Only by following the rules of students' psychological activities and combining the characteristics of subjects, age and psychology can teachers make students willing to learn and take the initiative to learn.
How to create teaching situation in experiential teaching can find out the factors (preferably universal) similar to teaching knowledge points in students' living environment and show them in an appropriate way, so that students can feel experienced.
How to effectively create teaching situations in physical education teaching and stimulate students' interest in learning? Creating situational teaching method is like a prelude to a play. At the beginning, we should stimulate students' curiosity, make them curious and induce the best psychological state. To do this, teachers need to create the best teaching situation. To create situational teaching method, it is necessary to construct a framework of all-round knowledge integration and skill improvement from the aspects of teaching content setting, auxiliary teaching materials, venue layout, student activity formation mobilization and organizational means.