First, the relationship between exam-oriented education and quality education
Education without examination is also incomplete education, which obviously does not meet the requirements of quality education. No one will think that "white paper" is a high-quality performance. However, quality education requires cultivating citizens with all-round development in morality, intelligence, physique, beauty and labor, rather than cultivating citizens with high scores and low abilities. In fact, with the continuous improvement of examination contents and methods, the phenomenon of high scores and low abilities is gradually reduced to a minimum. In this sense, the direction of examination and quality education is the same.
In chemistry teaching which emphasizes quality education, how do chemistry teachers control exams? On the one hand, the basic knowledge of chemistry, basic skills and the ability of self-study and thinking involved in the examination are just important components of quality education. On the other hand, it is difficult to pass the exam in observation ability (except picture observation), motor skills, morality and physique in chemical experiments, but do schools and teachers grasp everything as long as they grasp "coping with the exam"? Obviously it won't work. First, the education administrative department's evaluation of schools is no longer based solely on the enrollment rate. Similarly, the school's evaluation of teachers is no longer based on the rate of enrollment. Second, experience shows that chemistry teachers should not only do extracurricular activities well, but also communicate with students and care about their ideological and moral progress and physical health. That is, if quality education is done well, the exam results will definitely go up. On the contrary, it is harmful to regard the requirements of different levels such as "mastery, understanding, cognition and introduction of common sense" stipulated in the syllabus as more tests and less tests, key tests and non-key tests, that is, teachers teach for exams and students learn for exams.
Second, the relationship between intelligence factors and non-intelligence factors.
Non-intelligence factors refer to the relatively stable personality characteristics of people in behavioral activities, mainly including: interest, motivation, ideal, temperament, character, morality, sentiment, emotion, will and so on. It plays a dynamic and directional role in people's behavior or psychological activities. In the middle school stage, it is a critical period for a person's intellectual factors to develop rapidly and non-intellectual factors to gradually form, develop and tend to be stable.
There are two attitudes towards this issue: one is to attach importance to the cultivation and development of intellectual factors, while the non-intellectual factors recognize its natural development, thinking that the latter is beyond the control of schools and teachers and is a matter for society and parents. Another attitude is that non-intelligence factors should develop synchronously with intelligence factors, just like the cultivation of intelligence factors. A psychologist put it well: human psychology is an organic combination of intellectual factors and non-intellectual factors, and the occurrence of "illness" on either side will inhibit the healthy development on the other hand. How to cultivate non-intelligence factors? Like intellectual factors, it also has its own law of occurrence and development.
For example, there is a development process from low to high and from weak to strong, that is, curiosity → interest → hobby → love. Chemistry teachers often use strange phenomena such as luminescence, vocalization, fever, color change, state change and smell to arouse students' curiosity in chemistry experiments. However, curiosity is a primitive, instinctive and unstable cognitive tendency. Then, teachers guide and consolidate through vivid and accurate lectures, combining nature with use, combining theory with practice, encouraging homework and exam success, and gradually make curiosity develop into interest. Interest is more profound, stable, specific, clear and powerful than curiosity. On this basis, it will further develop into love, hobby and love. When academic performance is often associated with honor, ideal and ambition, love, hobby and love have strong emotions and will, and are characterized by stability, persistence and strong motivation.
Another example is the cultivation and formation of good moral sentiments, and there is also a harmonious and unified development process of knowledge, emotion, will and action. It can be seen that the cultivation of non-intelligence factors has a process of development guidance, stable consolidation and development improvement. Not only that, it is characterized by repetition in the development process, but also by intellectual factors. Therefore, only when students' intelligence factors and non-intelligence factors develop synchronously can their psychology be regarded as a real healthy development.
Third, how to pay attention to quality education in chemistry teaching
As mentioned above, "double-base" teaching itself is an important part of quality education. In addition, the following aspects should be strengthened in chemistry teaching.
(A) Pay attention to experimental teaching
It has been suggested that the importance of experimental teaching is an important symbol of quality education. Mr Dai Anbang, a Chinese chemist, also pointed out: "Chemical education that only teaches chemical knowledge and technology is one-sided. Comprehensive chemistry education requires not only imparting chemical knowledge and skills, but also cultivating scientific methods and thinking, scientific spirit and scientific ethics. Students are the main body of chemical experiment learning. Under the guidance of teachers, they conduct experiments and train them to solve chemical problems, so that all intellectual factors can be developed. Therefore, chemistry experiment is one of the most effective teaching forms of comprehensive chemistry education. " Therefore, we can't ignore the experimental teaching because of the failure of the motor skills test in the chemistry experiment of the senior high school entrance examination. In teaching, we deeply realize that chemical experiments can help students to establish and consolidate the basic concepts and theories of chemistry, acquire chemical knowledge and cultivate scientific and technological quality. Cultivate students' experimental operation skills through experiments. Space-time operation ability in the experiment; Can students form the concept of "quantity" through calculation and weighing experiments? Can students form the habit of "opening the lid of reagent bottle and turning it upside down"-to prevent pollution? As for cultivating students' creative thinking ability and observation ability in experimental teaching, I won't go into details.
(B) Pay attention to extracurricular activities
Extracurricular activities are an indispensable aspect of highlighting quality education, and some extracurricular activities should be carried out as far as possible according to local conditions. The contents and forms of extracurricular activities are rich and colorful. For example, organize and guide students to run chemical tabloids, chemical wall newspapers, chemical magic shows, homemade instruments and homemade substitutes, do small experiments at home, hold chemical lectures, chemical competitions, conduct social surveys, organize visits to chemical plants, and conduct chemical experiments by chemical interest groups. Organize teachers to visit Suichuan Match Factory during the seminar of compulsory education chemistry sample class in the whole region. Participants saw a small match with their own eyes. It takes so much equipment and technology to make it! It not only verifies what is written in the textbook: the material coated on the side of the matchbox is a mixture of red phosphorus and antimony trisulfide, and the material on the matchbox is potassium chlorate, manganese dioxide and sulfur, which combines theoretical knowledge with actual production, but also experiences that people also need creative work when applying theoretical knowledge to actual production, which fully embodies the wisdom of the working class and the great entrepreneurial spirit of creating wealth for society. This is bound to make our teaching and society more closely linked and achieve results that are difficult to achieve in the classroom.
(C) Pay attention to practice and study guidance
Now everyone knows that it is very important to cultivate students' self-study ability. How should it be cultivated? I think there are two ways to pay attention to, one is to guide reading, and the other is to guide practice. Reading guidance is to guide students to carry out reading training in an organized, planned and purposeful way. Special suggestion: The best reading materials are textbooks. The new chemistry textbook for junior middle school is illustrated with pictures and texts, which is thoughtful and readable. And just in line with classroom teaching, it not only plays the role of preview before class, but also enables self-study results to be verified in time in class, thus enhancing self-study confidence and stimulating self-study interest. Teachers give appropriate reading tasks-what problems to solve. Teachers should help students analyze and summarize the text descriptions, images, pictures and data in the teaching materials. Instructional exercises include two aspects:
First, choose exercises suitable for students, so that students can avoid the pain of entering the sea of questions. If the exercises are divided into two categories, one is to digest and consolidate new knowledge for students in time, so that the new knowledge can be assimilated with the original knowledge and incorporated into their own knowledge system, which is called "formative exercises". The other is to improve the problem, that is, to reveal a knowledge point from different aspects and depths, so that we can have a comprehensive and profound understanding of knowledge when solving problems, so as to achieve the effect of mastery. At the same time, we need to use various thinking methods such as analogy, analysis, induction and synthesis to effectively exercise a variety of thinking qualities such as broadness, agility, rigor and creativity.
The second is to explain typical exercises, not only to teach problem-solving skills, but also to guide students to learn to organize knowledge after practice, so that knowledge can be clear, organized and networked in their minds. So every time I finish an exercise, I have to do some introspection and thinking, such as how I solved this problem and what relevant knowledge I applied. How did I come up with this solution? Is there any other solution?
To sum up, it is necessary to raise awareness, really implement and achieve practical results on the issue of highlighting quality education in chemistry education.