First, innovative education requires teachers to have new educational concepts.
In the past, teaching was mainly based on simple knowledge explanation and only focused on knowledge transmission. Students will only stay at the stage of listening to the teacher. In this kind of teaching, students' knowledge is relatively rigid and they lack flexible use of knowledge. This kind of teaching has not adapted to the development needs of students themselves, nor to the examination mode of college entrance examination. We urgently need to break the old concept and create an education and teaching model more suitable for students' development from the perspective of students. First of all, what we need to change is the passive listening and learning state of students under the old teaching mode. From the students' point of view, we should flexibly design teaching methods and offer teaching courses that can stimulate students' enthusiasm and initiative in learning. This is the teaching idea that we should have. In the new era, cultivating students' ability is the key. Only by creating a teaching classroom and teaching atmosphere that can stimulate students' enthusiasm for learning can the stimulation of students' ability become a reality. The new curriculum requires that teaching should be student-centered. We can't stay at the stage where the teacher is above us. It is necessary to go deep into students, understand their present situation, and narrow their psychological distance, so as to choose a variety of teaching methods that can stimulate students' enthusiasm and cultivate their teaching ability. This teaching concept is the basis of quality education and innovative education.
Second, innovative education requires students to have a strong interest in learning.
As the saying goes, "knowing is not as good as being good, and being good is not as good as being happy." Interest plays a very important role in learning. In innovative education, students also need to have a strong interest in learning. Good interest in learning can stimulate students to find, think and solve problems actively, thus training students' innovative ability. Therefore, in chemistry teaching, we should study the teaching content and students' actual situation, and stimulate students' interest in learning appropriately and timely. We can use examples related to chemistry and real life to cultivate students' interest in learning chemistry, and we can also use cutting-edge information related to chemistry to stimulate students' interest in learning. For example, when learning "flame reaction", let students recall the fact that salt accidentally spilled on the flame when cooking in daily life, and strengthen the connection between chemistry and life. In the case that students are eager to know the reasons, they should make the best use of the situation and follow suit. After the flame reaction experiments of sodium and potassium ions, the flame reaction experiments of lithium, calcium, barium and copper ions were supplemented. Colorful flames are used to stimulate students' interest in learning and arouse their aesthetic interest. Then, the colorful pictures in the textbook are used to show the beautiful flame colors to the students, especially the colorful holiday fireworks, so that the students can enjoy the aesthetic feeling gained by learning chemistry. All these can stimulate students' interest in learning chemistry, let students actively participate in chemistry learning, and make full preparations for our innovative education.
Third, pay attention to creating a teaching atmosphere conducive to developing students' innovative thinking.
Innovative education not only needs the support of good teaching methods and means, but also needs a good teaching environment. Only in a relaxed and pleasant learning atmosphere can students actively carry out innovative thinking and exercise their thinking ability easily. Innovation consciousness needs a good atmosphere to stimulate innovation motivation and desire. Therefore, a good teaching atmosphere is a necessary condition for implementing innovative education. First of all, teachers should change their lofty image and establish an equal and mutual trust relationship with students. As a tutor of students, teachers should study with students. Secondly, teachers should always encourage and affirm students' ideas and give encouraging comments, so that students have the courage and confidence to learn. Even if students make a little progress, teachers should give positive and encouraging comments, which will not only make students feel that teachers attach importance to themselves, but also give them a certain sense of accomplishment. When students have wrong ideas, we should not simply criticize and contain them. First of all, we must affirm the attitude of students who dare to think and speak, and then guide them to think in the right way. Only in this way can we ensure that students constantly cultivate their own innovative thinking, and our chemistry teaching can achieve good teaching results. In addition, high school chemistry can not be separated from experimental teaching. When designing experimental teaching, we can create a familiar teaching environment for students from the reality of life and let them carry out chemical experiments from the things in real life. This can not only cultivate students' innovative ability, but also effectively improve students' ability to use knowledge.
Fourthly, innovative education needs to update teaching methods.
After the implementation of innovative education, the simple lecture teaching in the past can no longer meet the teaching needs. Of course, no matter what kind of education is implemented, lecture teaching is essential. We should integrate more teaching methods on the basis of this teaching mode. We chemistry teachers should boldly carry out classroom teaching reform, innovate teaching methods, take students as the main body, and cultivate students' innovative thinking ability, practical operation ability and learning ability to the maximum extent. For example, in the teaching of "the reaction between chlorine and water", the traditional method only explains the solubility of chlorine, and chlorine reacts with water to produce hydrochloric acid and hypochlorous acid: Cl2+H2O=HCl+HClO, which has bleaching effect. The teaching method can't stimulate students' interest and make them think. I adopted the following methods:
1. Divide the class into several groups. Students in each group take a large syringe filled with Cl2, first observe and record the volume of Cl2, then pump in a small amount of water, oscillate, and then observe the scale on the syringe. Students will answer the questions they have observed and explain what the problems are.
2. Take out a small amount of chlorine water from the syringe, dip a drop of chlorine water into the pH test paper with a glass rod, and then ask the students to read a book to analyze the reasons why the middle of the pH test paper turns white and the surrounding circles turn red.
3. Demonstrate the comparative experiment of chlorine flowing into dry and wet cloth strips, and then students show that hypochlorous acid has bleaching effect according to the experimental phenomenon.
Students not only mastered the knowledge of chemistry, but also enhanced their hands-on ability by doing experiments and recording data.
In short, the implementation of innovative education in chemistry teaching can not only effectively improve students' chemistry learning efficiency, but also cultivate students' good learning attitude and learning methods, and create conditions for students to study independently after class. Innovative thinking is a kind of thinking activity with strong autonomy. In the process of innovative education, teachers must pay attention to guidance, so that students' innovative thinking can be effectively carried out under reasonable conditions. Innovative education grows with the development of new curriculum reform. Every chemistry teacher should start from his own teaching practice, combine students' reality and teaching content, and create a teaching classroom more suitable for students' development and learning, so that students can learn learning methods while learning knowledge and lay a good foundation for students' lifelong development.