As a teacher, we often need to prepare speeches, which will help improve teachers' language expression ability. So what kind of speech is good? The following are the templates (generally 5) of junior high school chemistry lectures I collected for you. Welcome to share.
Chemistry Lecture Notes for Junior High School 1 1, teaching material analysis
The generality of acid is the generalization of the chemical properties of a substance after students learn dilute sulfuric acid and dilute hydrochloric acid, and it is the first time for students to generalize the chemical properties of a substance. It plays an important role in students' future study of "commonness of alkali" and "chemical properties of salt", and also helps students to sum up commonness from the personalities of various things, so as to achieve the ability of understanding things, so that they can gradually learn the methods of analyzing and solving problems while increasing their knowledge and cultivating students.
According to the characteristics of this course and its special position in the textbook, the following teaching objectives are determined:
1. Knowledge objective:
1, understand the meaning of acid.
2. Understand the commonness of acids (the focus of this course).
3. Understand the sequence of metal activities (the teaching difficulty of this course) and its significance.
2. Ability objectives:
1, so that students can gradually understand the process of understanding things from individual to general (that is, from phenomenon to essence).
2. Cultivate students' ability to analyze and solve problems.
Three emotional goals:
1, which has its limitations.
Second, the teaching design method
In order to better highlight the teaching focus and break through the teaching difficulties, the teaching methods and learning methods are designed as follows:
1, implement the principle of "teacher-led, student-centered", use questions and demonstration experiments as teaching situations in teaching, and comprehensively use the methods of teaching, discussion, induction and comparison to stimulate students' interest in learning.
2. By asking questions, thinking, discussing (discussing), explaining, practicing and other teaching methods, guide students to use their mouths and brains, guide students to analyze, discuss and solve doubts, and cultivate students' ability to analyze and explain some simple problems.
Third, the teaching process design
The teaching process is a special cognitive process. Only when students actively participate in teaching can the teaching objectives be completed on schedule. Therefore, the teaching process is an organic combination of students' cognitive process and emotional activities. Combined with the reality of this class, the teaching process is designed as follows:
A general idea:
(1) Introduction → (2) Recall what you have learned → (3) Summarize the generality of acid → (4) Analyze the nature of change → (5) Generality of acid → (6) Meaning of acid → (7) Consolidate practice and migration (taking acid and metal as the topic) → (8) Ask questions → (9) Metal and metal.
1, based on the design idea of information processing theory
The overall design idea of this course is the basic model of learning and memory based on modern cognitive (information processing) theory.
The internal process of information processing theory and the learning process based on it can be described as follows:
Internal process learning process of information processing theory (learning event)
① The receptor accepts the stimulus ① Attract attention and ensure that the stimulus is accepted.
② Inform the learning object through the registration information in the sense register ②, and establish appropriate expectations.
(3) selective perceptual information, so as to store (3) the previously learned content that prompts to be extracted from LTM in STM.
④ Preserve information in STM by retelling; ④ present materials in a distinctive way to ensure selective perception.
⑤ encode the information so that it can be stored in LTM ⑤ use appropriate semantic encoding to guide learning.
⑥ Extracting information from LTM to STM ⑥ eliciting reaction, including reaction generation.
⑦ react and enter the effector ⑦ provide feedback of learning results.
(8) Evaluate assignments in the learner's environment, including providing opportunities for feedback on learning results.
Pet-name ruby by implementing strategies to control the process, and arrange various exercises to help the future extraction and migration.
According to the actual situation of the focus (acid universality, metal activity sequence) and difficulty (metal activity sequence) of this classroom teaching, the above learning process (learning event) is arranged twice to achieve the focus of classroom teaching. That is, (1)-(7) is the first learning process, focusing on the realization of acid universality; Once-⑿ is the second learning process, focusing on breaking through the sequence of metal activities.
2. Design idea based on the basic process of human understanding of nature.
The general process of human understanding of nature and things is gradually sublimated from external, concrete, vivid and image perceptual knowledge to internal, essential and abstract rational knowledge. Therefore, it is necessary to embody the general process of human understanding things in the design, so that students can feel that they have learned naturally and easily. The "υ→υ→Ω" and "⑼→⑽→⑾" in the overall design of this course all reflect the law of cognition (that is, phenomenon → law → essence). At the same time, "⑸ ⑺" and "⑼ ⑽ ⑾ ⑿" in the design also reflect the idea of integrating theory with practice. Theory comes from practice and guides practice at the same time (that is, practice → theory → practice).
3. Design concept based on overall consistency.
In order to make the whole class in one go and become a unified and complete system. Firstly, the meaning of acid in the teaching material is moved to the part after the generality of acid, so that learning conforms to the students' cognitive process and the teaching content can be implemented smoothly. Do not impose knowledge on students, let students acquire knowledge in natural, relaxed and effective learning, and always accept knowledge; Secondly, in link 7, the reaction between acid and metal is specially designed, so that students' thinking can naturally shift to the knowledge of studying the sequence of metal activities.
Chemistry Lecture Notes for Junior High School 2 I. teaching material analysis
(A) the status and role of teaching
Unit 3 "Air around us" is an important part of junior high school content, and the knowledge learned in this unit is also closely related to our lives, among which "oxygen with lively nature" is the content we should study seriously. This course is a typical material preparation course, and it is also the first time for students to obtain new substances through chemical experiments.
(B) Teaching objectives
(1), understand the laboratory preparation method, collection method and the method of checking the air tightness of the device.
(2) Understand the steps of making oxygen in the laboratory and verify the properties of oxygen.
(3), know the catalytic effect of manganese dioxide.
(4), know the names of the instruments needed for oxygen production and know the connection and use of these instruments.
(5) Understand the principle of oxygen collection methods in the laboratory (drainage method and upward exhaust method).
(C) Teaching difficulties and key points
1. Key points: preparation method, collection method and air tightness inspection method of oxygen produced in the laboratory.
2. Difficulties: the connection and assembly of oxygen-making instruments, the experiment of oxygen and its properties.
Second, the analysis of academic status quo.
First, the situation of students
The ninth grade students are new to chemistry, especially have a strong interest in chemical experiments. Through the previous study, students initially have simple experimental operation and observation ability, so the preparation of oxygen will further improve students' practical ability and teamwork ability.
Second, teaching methods and learning methods.
In order to embody the concept of "student-centered and teacher-led", this course adopts the teaching methods of classroom review, summary, reading, explanation, discussion and practice. In the teaching process, we make full use of modern teaching media such as multimedia and internet and experimental teaching to stimulate students' curiosity.
Third, the teaching process
I create situations and introduce new knowledge.
Before class, I will use PPT to show students some pictures of human beings working in special environment, and then ask: how do people breathe in this special environment? If we are in the laboratory, how will we make oxygen? Ask questions at different levels to arouse students' thinking and explore. Then guide the students to recall the electrolytic water they have learned before and give them a correct thinking direction.
Second, experiment and explore new knowledge.
I will systematically explain to the students the methods and steps that should be followed in making gas in the laboratory.
Experimental inquiry 1: according to the information card I gave, the students discussed the best medicine and method to make oxygen: hydrogen peroxide can decompose oxygen at room temperature. But the speed is very slow
Experimental inquiry 2: Students discuss: What methods can be used to speed up the reaction of hydrogen peroxide? According to the drugs provided by the laboratory, the students explored the experiment and discussed with each other to sum up the most suitable method of oxygen production: adding molecular oxygen to hydrogen peroxide.
Manganese, and according to the post-treatment of manganese dioxide, the existence of catalyst is found and defined, which can stimulate students' interest in inquiry.
Third > Contact with life and expand new knowledge (5 minutes)
Let students name the common catalysts in life according to the nature of catalysts, and I will guide them to closely link life with chemistry, so that students can learn chemistry from life, thus stimulating their strong interest in chemistry. Fourthly, making oxygen with hydrogen peroxide and manganese dioxide in scientific research laboratory (15min)
Experimental steps (multimedia courseware demonstration), according to the demonstrated experiment, students can accurately choose experimental instruments. (For some precautions in the experiment, I will guide them correctly and let students consider them from these aspects. )
Lecture notes on junior middle school chemistry 3 I. Talking about teaching materials
1, the position and function of this textbook
The teaching focus of this chapter is the preliminary knowledge of material structure and some basic chemical concepts and terms. The particles that make up matter are molecules, atoms and ions. Molecules are made up of atoms, and ions are charged atoms or atomic groups. Therefore, it can be said that the study of atoms is the most important content of this chapter. Understand the concept of atom and analyze the essence of chemical reaction from the point of view of molecule and atom, so that students can have a deeper understanding of the properties of macroscopic substances; Understand the structure of atoms, so that students can deeply understand the composition and structure of macro-matter.
2. Teaching objectives
According to the requirements of the syllabus, the intention of compiling textbooks and the characteristics of this section, combined with the cognitive level, age characteristics and daily learning attitude of junior three students, the teaching objectives of this section are determined:
(1) Knowledge objective A. Understand the concept of atoms and master the similarities and differences between atoms and molecules and their relationships;
B, deepen the understanding of the nature of chemical reactions from the perspective of atoms and molecules;
C, understand the composition of atoms, understand the relationship between nuclear charge, proton number and extranuclear electron number;
D, know the separability of matter.
(2) Ability goal cultivates students' observation ability, imagination ability, analytical reasoning ability, inductive ability and reading ability.
(3) Ideological and emotional goals
Carry out the education of chemical history to stimulate students' enthusiasm for science and cultivate students' serious scientific attitude; Understand the separability of matter and gradually cultivate the dialectical materialism view that quantitative change causes qualitative change.
3. Teaching emphasis: atomic concept; atomic structure
Teaching difficulty: the formation of atomic concept
4. Processing of teaching materials
It is the most difficult point for students to understand the concepts and structures of invisible and intangible microscopic particles and atoms. Therefore, this kind of particles are made into vivid simulation animation by computer, so that students can accept the real existence of molecules and atoms more intuitively, understand the concepts of molecules and atoms, and initially form an atomic structure model.
Second, oral teaching methods
Main line: raising questions-exploring-guiding analysis-summarizing.
1. For the teaching of atomic concept, I adopt the teaching method of combining experiment, analysis and induction. First of all, starting with experiments, students are guided to observe carefully, intuitively accept the variability of macro-substances, and actively think about it, and gradually realize the objective fact that molecules are small but can be subdivided in chemical changes; By demonstrating simulated animation, the essence of water decomposition reaction is analyzed: during the reaction, oxygen particles and hydrogen particles that make up water molecules have not changed. Thus, the concept of atom is popularized.
2. Guide students to discuss, compare, analyze and summarize the basic properties of atoms.
3. List and compare the similarities and differences between molecules and atoms, and train abstract thinking.
4. For the teaching of atomic structure, we should start with observing experimental phenomena and guide students to find and analyze problems, so as to initially establish atomic karyotype structure; Make full use of simulation animation to further learn the composition of atoms.
Third, theoretical study.
Main line: observe the experiment-find the problem-analyze the problem-summarize and draw a conclusion.
1. Guide students to observe experimental phenomena, start with experiments, find problems-analyze problems-solve problems.
2. With the help of vivid and intuitive simulation animation, guide students to give full play to their imagination, think positively and accept the objective existence of microscopic particles.
3. Guide students to review old knowledge, analyze, compare and summarize, and introduce new knowledge.
4. Consolidate what you have learned in class through class summary and practice.
Lecture notes on junior high school chemistry 4 I. Talking about teaching materials
Textbooks are the basis of teachers' teaching and students' learning. First of all, let me talk about my understanding of the textbook. This lesson is the content of "The Composition of Water" published by People's Education Publishing House. The content of this section is one of the most familiar substances in students' daily life, which is second only to air, and it is of great significance for students to look at the material world from the perspective of chemistry. At the same time, this part of the study also laid the foundation for students to leap from macro to micro. The study of simple compounds not only enriches the content of substance classification, but also provides support for further classification of substances. Therefore, this section has the function of connecting the preceding with the following.
Second, talk about learning.
Students are the main body of classroom learning, and mastering their situation is beneficial to classroom teaching. The ninth grade students are curious, and their brain functions are obviously developed and tend to be mature. First of all, their interest in chemistry has gradually changed from intuitive interest, operational interest and causal interest to general cognitive interest. Secondly, the knowledge base: students have initially understood the physical properties of water in their lives. Finally, the ability level: students have initially possessed the ability to collect, analyze and extract useful information, as well as the ability to cooperate, communicate, analyze and solve problems with others. Have the knowledge and ability to learn this lesson well.
Third, talk about teaching objectives.
According to the new curriculum standards, the characteristics of teaching materials and students' reality, I have determined the following teaching objectives:
1, know the composition of water; Know the difference between simple substance and compound and the meaning of oxide.
2. Understand the methods of scientific inquiry and thinking from the process of human understanding the composition of water, and realize the importance of experimental inquiry and innovative thinking.
3. Understand the process and methods of human understanding of the material world, enhance the desire for scientific inquiry, and develop the interest in learning chemistry.
Fourth, talk about the difficulties in teaching.
focus
Explore the composition of water through electrolytic water experiment; Concepts of simple substance, compound and oxide.
difficulty
Distinguish the concepts of simple substance, compound and oxide accurately.
Determining such difficulties is based on my understanding of the textbook, according to the requirements of the syllabus, and fully combining the actual situation of the students in this class.
Verb (abbreviation for verb) talks about teaching methods.
In order to highlight key points and break through difficulties, the choice of teaching methods is particularly important. In terms of teaching methods, I will use the way of inspiration and induction to let students feel and consolidate new knowledge by creating situations, demonstrating experiments and asking questions. The teaching process needs not only the activities of teachers, but also the activities of students. Students' learning styles include inquiry learning, multi-sensory coordination and group discussion.
Sixth, talk about the teaching process.
Next, I will focus on my teaching process. The teaching process includes four links: introducing new lessons, teaching new lessons, consolidating and upgrading, and summarizing homework. I will start my teaching like this:
Link 1: Introducing a new lesson
In this session, I adopt the method of creating situational method: at the beginning of the class, I will first guide students to think about what is the most abundant substance in the human body, which is closely related to human life just like the air in daily life. According to the students' answers, it is concluded that water has always been regarded as a single substance in history. They think that water can't be decomposed any more. Can water finally decompose? This leads to the theme of this lesson. This design can not only enliven the classroom atmosphere, but also enable students to feel and discover chemistry from their lives and cultivate their interest in the subject.
Link 2: New Curriculum Teaching
After the introduction, it is a new lesson teaching link. In this section, I will focus on the experiment of electrolytic water and the concepts of simple materials, compounds and oxides.
Electrolyzed water experiment is an important knowledge in middle school chemistry. When explaining, I will first demonstrate the experiment of electrolytic water, so that students can pay attention to what happens on the electrode. What happened to the liquid level in the two glass tubes? Then let the students burn hydrogen in oxygen to generate water, guide the students to guess what substances will be generated after water electrolysis, and then let the students carry out verification experiments according to the team's guess results. After the experiment is completed, the gas near the poles is tested with Martian sticks and lighted matches. Through the electrolysis experiment of water, consolidate the experiment of oxygen, practice the purity of hydrogen, analyze the experimental phenomenon, and infer the composition of water on this basis. That is, when charged, water decomposes to produce hydrogen and oxygen, indicating that water contains hydrogen and oxygen. Finally, let the students write electrolytic word expressions, consolidate new knowledge and complete the study of electrolytic water experiment.
On the basis of understanding the composition of water, the textbook combines the previous knowledge of elements and oxygen, and summarizes the concepts of simple substance, compound and oxide from their differences in composition. During the explanation, the teacher can show the schematic diagram of the decomposition of water molecules and ask the students, "Can you explain that water is a mixture of oxygen and hydrogen?" According to the students' answers, it is concluded that water, hydrogen and oxygen are pure substances, but their compositions are different. Then ask the students to think about their differences, thus leading to the concepts of simple materials and compounds. Then guide students to observe the characteristics of CO2, P2O5, Fe3O4, MnO2, CO, SO2 and other substances, and introduce the concept of oxides.
After the above process, the experiment of electrolytic water and the study of the concepts of simple substance, compound and oxide were completed. The reason why questions and discussions are combined in teaching is to strengthen students' active thinking about what they have learned, rather than teachers' direct indoctrination, to stimulate students' enthusiasm for exploring new knowledge, to embody the "student-centered teaching concept" and to cultivate students' ability to cooperate and communicate with each other.
Link 3: Integration and Promotion
After the new lesson is taught, it is the link of consolidation and promotion. I will ask students to summarize the simple classification of substances and the matters needing attention in the concepts of simple substances, compounds and oxides. That is, both simple materials and the compound must be pure; Oxygen-containing compounds are not necessarily oxides. On the basis of consolidating new knowledge, we have further deepened our learned knowledge.
Step 4: Summarize the homework.
At the end of the class, I will ask the students to answer what they have learned from this class, and the students will summarize the content of this class. Finally, homework: after class, collect what processes scientists have experienced in the study of water composition in history, and the next class will talk about what inspiration they have gained from these exploration processes.
Seven, say blackboard writing design
Junior high school chemistry lecture 5 1, say hello.
Hello, judges and teachers, I'm candidate No.6 today. I said the topic of the class was "making oxygen". Let's begin my speech.
2. General words
In order to deal with the relationship between pedagogy and highlight the teaching concept of the new curriculum, in the teaching process, I should not only be concise, but also guide students to actively participate in the classroom and develop their thinking. In order to promote the change of students' learning style, from passive learning to active exploration and discovery learning, I will design and explain this lesson from six aspects of teaching material analysis's teaching objectives and teaching process.
3. teaching material analysis
Teaching materials are the basis of teaching evaluation and an important source for students to acquire knowledge. First of all, let me talk about my understanding of textbooks. This lesson is selected from Lesson 3, Unit 2, Book 1, Grade 9 Chemistry, People's Education Press. This paper mainly introduces the method of making oxygen, which lays the foundation for the experimental study of making carbon dioxide in the future.
4. Teaching objectives
Combining the content of the textbook with students' psychological characteristics and cognitive level, the three-dimensional teaching objectives of this course are as follows:
1. Knowledge and Skills Objective: To understand the method and principle of making oxygen in the laboratory and the role of manganese dioxide in chemical reactions. This is also the focus of this lesson.
2. Process and Methods Objective: Through the experiments in this class, students' observation ability and practical ability are gradually cultivated, which is also the difficulty of this class.
3. Emotion, attitude and values: let students feel the joy of successful experiments, stimulate students' desire to explore, and thus generate curiosity and thirst for knowledge about chemistry.
5. Analysis of learning situation
Grasping the studious mentality reasonably is the foundation of a good class. The students in this class have the following characteristics: Grade three students are in psychological weaning period and have strong competitive spirit, so I will attract students' attention through grouping PK to facilitate the smooth development of teaching activities.
6. Teaching methods
As the saying goes, it is better to teach people to fish than to teach them to fish. Only by teaching students effective learning methods can we improve learning efficiency quickly. The teaching methods I will use in this course are teaching method, experiment method and so on. Guide students to learn by autonomous learning and cooperative inquiry.
7. Teaching process
The full analysis of learning situation and the reasonable formulation of teaching objectives are the premise of a good class, and the wonderful development of teaching activities is the key link of a good class. In this lesson, I will start my teaching process from the following four links.
lead into/introduce
A good lead-in is like a magnet, which firmly attracts students' attention and makes them quickly integrate into the classroom. In this class, I will introduce by way of trial: Hello, classmates. Before class, let's take a look at this video on multimedia. Let's see what it says. Video playback is over. Which student would like to talk about what he saw? Ok, please ask the male students in the last row against the wall to answer. Please sit down. He told us that divers and mountaineers are using oxygen tanks to keep breathing normally. Observe carefully. Students, we all know that oxygen is indispensable to our breathing. This is very important. Do you know how to make such an important gas? The teacher saw that everyone's face was full of doubts. It doesn't matter. Let's walk into the chemistry lab and start today's study.
By importing in this way, we can link life with study and stimulate students' curiosity.
Briefing session; exhibition
Secondly, I will give students three minutes to read the textbooks by themselves. Find out how to make oxygen. The answers given by students are heating potassium permanganate to make oxygen, decomposing hydrogen peroxide to make oxygen, and heating potassium chlorate to make oxygen. Only in this way can students' autonomous learning ability and concentration be cultivated. Next, I will demonstrate the experiment first. I will put a small amount of potassium permanganate in the test tube, put a ball of cotton at the mouth of the test tube, heat the test tube with a plug with a catheter, and drain and collect oxygen. And guide the students to answer, the function of putting cotton is to prevent potassium permanganate powder from entering the catheter when heating. Through my demonstration, students can reduce unnecessary mistakes in the later hands-on experiments, and also help students improve their observation ability. Then I will divide the whole class into 10 group, with four people at the front and back tables as a group, and students will operate by themselves in the group. At the same time, I will walk off the platform, guide students to complete the experiment smoothly in time, remind students to pay attention to safety in the operation process, and students can feel the magic of chemistry and the joy of successful experiment through hands-on operation. Then I will carry out the experiment of making oxygen with hydrogen peroxide. Take two test tubes, one with hydrogen peroxide and the other with manganese dioxide, and put a piece of wood at the mouth of the test tube. It is not difficult for the students to find that the wooden strips will soon go out when they touch the test tube containing manganese dioxide, knowing that this method can be used to check whether the oxygen is full. I will also add relevant content, for example, manganese dioxide can be added to this chemical reaction, which is called a catalyst. By comparing and recording experiments, students can summarize the experimental steps and deeply understand the role of catalysts. Finally, I will ask a question to guide students to think about whether this method can be used for industrial oxygen production. Improve students' divergent thinking and link what they have learned with practice.
summary
After class, I will summarize the knowledge of this lesson by asking students, which will play a consolidating role.
homework
In the homework session, I will ask students to check whether all catalysts can accelerate the chemical reaction and share them in the next class.
8. Blackboard design
Finally, my blackboard writing design, good blackboard writing can stimulate the flexibility and divergence of students' thinking. My blackboard writing is simple, intuitive and easy to understand, which is the condensation of a lesson. I will write the title of this lesson above the center of the blackboard, which is the key content of this lesson, and write the homework of this lesson on the lower right of the blackboard. This blackboard clearly shows the teaching difficulties and logic of this lesson, which can make students better understand and master it.
The above is the whole content of my lecture. Thank you for your patience.
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