The new curriculum requirements, on the basis of nine-year compulsory education, aim to further improve students' scientific literacy, stimulate students' interest in learning chemistry, respect and promote students' personality development; Help students acquire the chemical knowledge, skills and methods needed for future development and improve their scientific inquiry ability; Enhance students' sense of social responsibility in practice, and cultivate students' sentiments of loving the motherland, life and the collective; Guide students to understand the important influence of chemistry on promoting social progress and improving the quality of human life, understand the interaction between science, technology and society, and form scientific values and a scientific attitude of seeking truth from facts; Cultivate students' cooperative spirit, stimulate innovation potential and improve practical ability.

It is a great challenge for teachers to change the traditional educational concept for decades and put new ideas into teaching practice. The essential difference between the new curriculum and the old curriculum lies in the difference of ideas. The old curriculum view holds that the curriculum is the teaching material, and the teaching material is the carrier of knowledge, while the teacher is the giver of knowledge, the center of teaching and the student is the receiver of knowledge. Teachers firmly grasp the syllabus and teaching materials in teaching, and pay the most attention to basic knowledge and skills in thought and behavior. As long as students master the "two basics", the teaching purpose will be achieved. The new curriculum view holds that curriculum is not only a textbook, but also a carrier of knowledge. It is a process in which teachers and students jointly explore and seek new knowledge, and it is the integration of textbooks, teachers, students and environment. Teachers' teaching should be student-oriented, pay attention to students' development, let students develop various abilities while acquiring knowledge, improve students' scientific literacy and humanistic literacy, and cultivate students' good personality quality. Therefore, the three-dimensional teaching objectives proposed in the new curriculum are: knowledge and skills, process and method, emotion, attitude and values. Teachers should update their teaching concepts as soon as possible to meet the requirements of educational reform.

Second, actively promote classroom teaching reform and strive to change teaching methods.

Implementing the new curriculum concept in classroom teaching is the focus of the new curriculum reform experiment and the difficulty of curriculum reform. Therefore, promoting classroom teaching reform is an effective way to change teachers' teaching methods.

1. Basic principles of classroom teaching

Classroom teaching under the new curriculum concept must adhere to the four basic principles of "people-oriented, guided inquiry, teacher-student interaction and common development". According to the new curriculum concept of "students' active and all-round development" and the learning mode of "autonomy, cooperation and inquiry", we try to put forward that the classroom teaching of the new curriculum reform must adhere to the principle of "student-oriented development" and focus on the implementation of three-dimensional teaching objectives of knowledge and skills, processes and methods, emotions, attitudes and values, so as to stimulate and cultivate students' interest in learning chemistry, build up their self-confidence in learning, develop good learning habits and effective learning strategies, and promote their autonomy. Advocate "students' active participation, willingness to explore and diligence in practice, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate". All kinds of inquiry activities must be carried out around students, who are the most active and active elements in the classroom. In the process of teaching, teachers are participants, promoters and instructors in classroom teaching.

2. A new classroom teaching mode

The classroom teaching under the new curriculum concept advocates "learning before teaching and training in class", which is a "new classroom model" suitable for chemistry teaching. We put forward the strategy of "knowledge-based, training as the main line and thinking ability as the core" as the implementation of the new curriculum classroom teaching. In the classroom, we should make efforts to make students "active", work hard on the word "active", organically combine students' participation in thinking, emotion and behavior, activate students' thinking, initiate initiative and guide inquiry, organically combine traditional teaching methods with modern teaching methods, and organically combine "teaching" with "guidance", "inquiry learning" and "acceptance learning"

3. Strengthen the reform of teaching management and change management functions.

The new curriculum reform brings a brand-new teaching mode to the school. With the corresponding management mode, there will be almost earth-shaking changes in teaching, management, logistics and other aspects.

First of all, the old educational model will no longer be applicable. A remarkable feature of the new curriculum reform is the credit system management. Students can choose their favorite subjects at will after completing the required credits in each subject. Let's take chemistry for example. When students have completed the compulsory courses of Chemistry 1 and 2, they can choose six subjects to study: Chemistry and Life, Chemistry and Technology, Structure and Properties of Matter, Chemical Reaction Principle, Basic Organic Chemistry and Experimental Chemistry. The direct consequence of this model is that students' class place will no longer be the class where students listen to the same content together, but almost every student has his own "personality" class schedule, and may attend classes with other classes or even other grades, which will have a great impact on the class-based education model that has been implemented for decades. Secondly, due to the new curriculum standard, a series of problems such as school curriculum arrangement, subject teacher allocation and student management are highlighted, which will even bring about major reforms in the school system.

Fourth, reform the evaluation method to promote the individualized development of students.

In reality, only good academic performance is the standard of talents, the capital that parents show off, and the good boy in the eyes of teachers. Why students who get the best grades in school are often not the best in society; And the outstanding talents in society are often not the best in school? Does this mean that the educational content and evaluation of our school are seriously out of touch with the actual needs of society?

There is a very strange phenomenon in today's society: why when selecting talents, such as senior high school entrance examination, college entrance examination, recruitment examination, etc. They are always admitted or eliminated because of the difference of one point or even half a point? More than one and a half points means that he is the talent you need, and less than one and a half points means that he is not the talent you need. Actually, it's not. First of all, what is your exam topic? What kind of talents are needed? In fact, most of the time, what we test is dead knowledge, which is not used at all in real life. Some jobs need creative thinking ability and application ability, but you use a test that focuses on analytical thinking ability, while the practical work also needs even more creative thinking ability and application ability, but it is rarely tested or even not tested at all. Also, the problems in school education include exam questions, the most difficult questions, and the conditions for solving them are ready-made, and even more or less problems are in front of you, but in practical work; The problem-solving conditions are for you, not for you to judge whether what you are looking for is true or not. Therefore, a person who adapts to solving problems in school education, including exam questions, may not adapt to solving problems in real work and life. As can be seen from the above, it is unscientific to select talents by one and a half minutes. To succeed in the new curriculum reform, we must explore a set of evaluation and selection methods that are in line with objective reality.