The first volume courseware of ninth grade chemistry people's education edition: take care of water resources
I. teaching material analysis
1, the position and function of teaching materials
"Caring for water resources" is the teaching content of the third unit of chemistry, the standard experimental textbook of compulsory education curriculum. The textbook mainly introduces the general situation and protection of water resources.
The general situation of water resources, on the one hand, shows the richness of water from the reserves, on the other hand, shows the shortage of water from the amount of fresh water that can be directly used. Textbooks mainly show the situation of water resources through some data and charts, such as highlighting the water shortage in most cities in China with several sets of comparative figures, so as to strengthen students' awareness of love the water and water conservation.
This paper discusses the protection of water resources from two angles of saving water and preventing water pollution. Similarly, there are not many explanations, which are intended to express words. Here, only the most basic and important concepts and ideas about water saving and water pollution are told to students, and the specific contents are left to students to find and obtain by themselves in some activities inside and outside class. The investigation, research and practice after this topic is to guide students to carry out such activities. This not only embodies the most basic educational purpose of this topic, but also leaves a large development space for teachers to play and students to explore.
2. Teaching objectives
Knowledge and skills:
(1) Understand the water resources situation in the world and China, and the main hazards of water pollution.
(2) Understand the great significance of protecting water resources, and make clear how to rationally utilize and protect water resources.
(3) Initially learn to write investigation reports and make students' works around topics.
Process and method:
Collect information about water resources and their utilization and protection through investigation, interview, literature review and online search; Organize, analyze, refine and summarize the collected information.
Emotional attitudes and values:
(1) Learn to treat the richness and limitation of water resources dialectically.
(2) Enhance the cooperative consciousness of unity and cooperation in learning activities, and care about and contribute to the society.
(3) Understand the role of network resources in learning.
3. Teaching emphases and difficulties
Understand the great significance of protecting water resources
Second, the analysis of learning situation
The water resources in mountainous rural areas are relatively rich, and the degree of water pollution is also relatively slight. Students lack perceptual knowledge of water resources and water pollution. Students like computers and surfing the Internet, but they only play online games and don't know how to use the Internet to study.
Third, teaching methods and learning methods.
In order to better achieve the teaching objectives, this course should be conducted in the network classroom.
Teachers create teaching scenes by displaying multimedia materials, make networks to guide students' autonomous learning, and set students' tasks to drive the realization of teaching goals. Students adopt a combination of autonomous learning, cooperative learning and inquiry learning.
Fourth, teaching preparation.
1. Teacher: Collect multimedia materials and make multimedia.
2. Students: Investigate the present situation, use and pollution degree of water resources in schools and hometowns in groups.
Verb (abbreviation of verb) teaching program
1, create a situation
(1) showed a group of beautiful waterscape pictures with multimedia. By appreciating the beauty of natural water bodies, students feel that water makes nature colorful, and water is an indispensable good friend of human beings, thus generating feelings of loving the mountains and rivers of the motherland.
(2) Play the video of "Interview with Environmental Protection Experts" to let students know about the lack, pollution and waste of water resources in China and arouse their awareness of water crisis.
(3) Show the "national water-saving symbol" map, guide students to think first, and then find out the exact meaning of the "national water-saving symbol" map through online search, so that students can initially experience the role of the network in learning.
2, autonomous learning:
(1) Open it and click "Learning Objectives".
(2) On the basis of students' clear learning objectives, guide students to make full use of them and carry out autonomous learning around the learning objectives. It is the core of teaching exploration to embody student-centered, respect students' needs and cultivate students' active learning ability and innovative spirit.
In order to highlight the key points of this lesson, I collected a wealth of written materials and video materials, and set up several excellent links about water resources protection websites. Students can easily click on the relevant links to view the specific content. By watching these contents, they can deeply understand the importance of protecting water resources, thus breaking through the teaching difficulties of this course. The information in mountainous areas is relatively closed. Fortunately, this year our country has equipped us with a satellite receiving system for distance education resources. From then on, children in our mountainous areas can also enjoy excellent educational resources outside. The home page of the campus has links to the distance education resources of primary and secondary schools in Taiwan Province and the Central Audio-visual Education Center. Students can also view related content by clicking these links. The synchronous exercise I set up has two purposes: one is to check the students' learning situation, and the other is to tell students that making paper requires a lot of wood and water, so as to minimize the use of paper in our study or life and make full use of the functions of the network. For example, this exercise is given to the teacher by email to cultivate students' awareness of environmental protection.
It is not enough to emphasize personalized learning. I designed a link with the campus forum in the classroom. Teachers guide students to participate in communication and provide students with space for cooperative learning and exchange of learning results.
In learning, students have more autonomy in learning, and can choose the appropriate teaching content and progress according to their own situation and needs. If they don't understand, they can watch and listen a few times, and they can learn more if they are interested. No teacher deliberately instills it in the learning process.
Without it, students can be more active, happier and devote themselves to their studies with greater enthusiasm.
3. Production of students' works:
Open and autonomous learning is arbitrary, and it is difficult for some students to achieve their learning goals without taking active and effective measures. I adopt task-driven method, and set tasks: (1) Each student writes a survey report on water pollution and water use in his hometown and school, finds out problems and puts forward rectification plans; (2) With the theme of "caring for water resources", make a student work in groups: a student website, a presentation and a chemical wall newspaper (choose one). The material is based on network search and social investigation, and under the leadership of the group leader, it is completed together with each other. It not only enhances students' cooperative consciousness of unity and cooperation, but also cultivates their ability to sort out, analyze, refine and summarize information.
4. Exhibition of works:
Posting a chemical wall newspaper on campus, inviting school leaders and teachers to participate in students' social investigation reports, watching students' websites and presentations, and publicizing the protection of water resources and environment to all teachers and students can cultivate students' expression ability, strengthen the connection between chemistry and social life, and enable students to establish the concept of protecting the environment and loving their hometown.
5. Summary and evaluation:
Summarize experience, find problems, seek solutions, and accumulate experience for future teaching. Publish outstanding students' works on campus network, so that students can enjoy the joy of success.
Sixth, the design concept.
The design of this course is mainly based on the spirit of chemistry curriculum standards, so that students can "know how to use chemical knowledge and methods to control environmental pollution" ... and enhance their sense of responsibility for nature and society ",guide students to start from their existing experience, let them feel the importance of chemistry in familiar life situations, and gradually learn to analyze and solve some simple practical problems related to chemistry. Let students gradually learn to "use" chemistry, so as to continuously improve students' interest in learning and concern for nature. In addition, I want to integrate chemistry teaching with information technology, "using modern information technology, giving play to the teaching function of multimedia, promoting students' autonomous learning, changing traditional learning methods, expanding information time and space and improving learning efficiency." "