Paper Keywords: alienation; Chemistry; Teaching; Countermeasures

With the deepening of Shandong's new curriculum reform, we can see that it has played a positive role in improving teachers, developing students and activating classrooms, but we can also see that some abnormal phenomena and problems have followed. The alienation of chemistry teaching under the curriculum background deserves every front-line teacher's reflection and exploration in order to promote the new chemistry curriculum reform more healthily.

First, the new curriculum reform in the alienation phenomenon

The phenomenon of increasing class hours is very common. According to the new curriculum reform, senior high school chemistry curriculum consists of several curriculum modules, which are divided into compulsory and elective classes. Compulsory courses include 2 modules, and elective courses include 6 modules; Each course module has 2 credits and 36 class hours. Students who have completed 6 credits in senior high school, that is, after learning Chemistry 1 and Chemistry 2, can choose a module from the elective courses and get credits, which can meet the graduation requirements of senior high school chemistry courses. According to this regulation, students who choose to apply for humanities or social sciences should have no more than three modules in the chemistry course, that is, the time spent studying chemistry courses should not exceed 108 class hours. In fact, they have been studying chemistry for far more than the planned class hours, which leads to the phenomenon of extra class hours in various schools, and some of them are even very serious problems.

(B) the phenomenon of classroom distortion is serious. In observing various new curriculum reform activities and teaching supervision activities, the author's greatest feeling is that there is a strong contrast between the open chemistry class and the general chemistry class, or that the open chemistry class is seriously distorted. Specifically, there are many scenes in open classes, many media are used, many false questions are raised by teachers, and there are many false discussions, false explorations and false activities by students. Which is more prominent? If there is no inquiry experiment, it can't be called an open chemistry class? It has almost become a hidden rule. And then what? Push the door to attend classes? After the normal class, there is another kind of class record: although the school has the conditions to do it, it is simplified as a teacher's demonstration experiment or verification experiment, and some demonstration experiments that teachers can do are simplified as a teacher's speech experiment, a painting experiment or a student's reading experiment; Some teachers want to use inquiry teaching method, but it seems stiff, just like dancing with shackles; What's more, after all, the teaching methods have returned to what they were before the curriculum reform? Full house irrigation? Chen Shi.

(3) Lack of evaluation of discipline accomplishment. In the new curriculum reform, chemistry curriculum actively advocates the diversification of evaluation objectives and evaluation methods. But in practice, many schools have not formed a school-based evaluation system of chemical literacy. It is a common phenomenon that the evaluation of chemical literacy is completely replaced by paper-and-pencil test. Students' problem consciousness, participation, cooperative learning, activity performance and experimental inquiry have not been recorded and evaluated objectively and procedurally. Even paper-and-pencil tests are mostly periodic tests such as monthly exams and mid-term exams, and module tests are rarely implemented. According to another survey, about 65% schools in this area have no specific requirements for experimental inquiry assignments and activity assignments in the new chemistry textbooks. Students' usual homework is mainly written exercises such as exercise books or exercise papers, and students' growth records are also a form of written exercise scores. Module credits are alienated to be calculated only according to the results of periodic tests.

Second, the strategy of returning chemistry teaching to the new curriculum.

(1) Improve the professional quality of teachers? The fundamental way to promote the reform of chemistry curriculum to return to its true nature.

Teachers' professional quality includes two aspects: teachers' professional quality and subject professional quality. To improve teachers' professional quality, it is important to inherit and learn. The new curriculum does not exclude tradition, but advocates teachers to accomplish teaching tasks artistically, and heuristic method is the essence of traditional teaching art. Therefore, chemistry teachers should master the basic teaching method of heuristic in order to be competent for the new curriculum reform. Solve? Who asked? Ask what? Ask who? When did you ask? How to ask? Ask for advice, enlighten thinking, etc? Problems and relationships. The professional quality of chemistry teachers includes basic knowledge, basic theory, basic ideas and basic methods. Generally speaking, it is not a problem for full-time chemistry teachers, but chemical experimental methods and their application are generally weak links. Paying attention to the important role of experiments in chemistry learning, carefully designing experimental schemes, actively carrying out exploratory experiments, encouraging students to learn chemistry knowledge and skills through experiments and mastering scientific research methods are the professional qualities that middle school chemistry teachers need to strengthen most.

(2) Strengthen the training of new courses? Effective measures to promote the new curriculum to return to its true nature.

Effectively strengthening teachers' new curriculum training is an urgent and top priority. The primary task of training is to promote teachers to change their educational concepts through training such as expert lectures, teaching reform forums and research class demonstrations. As far as chemistry curriculum is concerned, only by making the majority of chemistry teachers fully understand the background, ideas, standards, compilation and management of the new curriculum reform, and deeply understand the essence of scientific inquiry in the new curriculum reform, can we correctly locate the position of chemistry in the whole new curriculum reform, so as to rationally practice the new curriculum and passionately create a new model of chemistry classroom teaching with new curriculum characteristics. Distance training for summer teachers in Shandong Province is a good platform.

(C) Strengthen the organization and leadership of school-based teaching and research? Effective measures to promote the new curriculum reform to return to the original and develop in depth.

Chemistry teachers should conduct extensive school-based research on the concept of new chemistry curriculum, new curriculum standards, new textbooks, classroom teaching under the new curriculum, detection and evaluation under the background of new textbooks, inquiry learning with chemical experiments as the main way, research and development of school-based chemistry textbooks, and construction of school chemistry teaching resource database. In teaching research, we should pay attention to practical research under the guidance of theory, not only to solve practical problems in chemistry teaching in our school under the background of new curriculum, but also to sum up experience, improve theory, explore laws and promote teachers' professional development.

(D) Strengthen the guidance of teaching reflection? The most effective way to promote the return of new curriculum reform.

The content of reflection in chemistry teaching can be the understanding of the new chemistry curriculum concept, the grasp of curriculum standards, the treatment of teaching materials, the application of teaching methods, the selection of teaching media, the organization and generation of activities and explorations, the multilateral interaction and dialogue between teachers and students, and so on. The focus of teaching reflection should be the reflection on the effectiveness of teaching and learning, especially for chemistry teachers? Activities and inquiries? The effectiveness of designing effective inquiry experiments, organizing effective discussions and forming effective interactions. Teaching reflection is not only the core factor of teachers' professional development and self-growth, but also the most effective way to prevent the alienation of new curriculum reform and promote its return.

refer to

Zhong Qiquan. Unscramble the Outline of Basic Education Curriculum Reform (for Trial Implementation) [M]. Shanghai: East China Normal University Press, 200 1.

[2] Wang Zuhao, Wang Leyan. Interpretation of senior high school chemistry curriculum standard (experiment)? [M]。 Wuhan: Hubei Education Press, 2004.

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