Textbooks and student analysis:

At the beginning of design teaching, I first analyzed the teaching materials and students. Phenol is a very important organic matter in life, which has important uses in industry and life. It embodies the social value of phenol as an important raw material and penetrates into all fields of our lives. Phenol is the content of the first section of the third unit of basic organic chemistry-oxygenated derivatives of hydrocarbons, and it is an elective course of PEP. In Compulsory 2, students have learned the properties of ethanol, acetic acid and ethyl acetate. Phenol is a brand-new teaching content for students. Phenol and ethanol are arranged in the same chapter in the textbook, aiming to make students have a deeper understanding by comparing the structures and properties of phenol and ethanol that they represent respectively-structure determines properties, and properties reflect structures. And other phenolic compounds can be known through the migration of the representative substance phenol.

Teaching objectives:

Based on the above analysis and consideration, I set the teaching goal of this class.

(1) knowledge and skills

Master the molecular structure and physical and chemical properties of phenol, deepen the understanding of the basic thinking method of "group interaction" and improve the ability of experimental inquiry.

(2) Process and method.

Through the inquiry study on the properties of phenol, the students' ability to analyze, reason and judge according to experimental phenomena is cultivated, and the habits of autonomous learning, inquiry learning and cooperative learning with others are cultivated.

(3) Emotional attitudes and values.

Cultivate the scientific attitude of seeking truth from facts and the scientific spirit of being brave in exploration.

Through the decisive analysis of structure, students are educated in dialectical thinking.

Cultivate students' consciousness of chemistry and environment, chemistry and health, chemistry and life.

Considering that this course is conducive to students' lifelong development, I have made a key breakthrough in establishing the values that phenol is closely related to human life and production and cultivating students' comparative thinking methods.

Instructional design:

In order to achieve the above goals, I designed the following teaching process:

(1) The first link in life-phenols

First of all, I will show students some common pictures containing phenols in life, and give the structural formula, so that students can find out the phenolic part. Let students know things in an orderly way with the idea of classification. So I introduced a new lesson: phenol is the simplest phenol.

(2) The second link-the use of phenol.

Phenol has important industrial uses, such as the production of phenolic resin fire boards and kitchen electrical sockets, the production of nylon mountaineering clothes, and can also be used as an important raw material for medicine, dyes and pesticides. Some people say that phenol has changed the world. Liszt, the father of surgery, disinfected with phenol, which reduced bacterial infection. Baekeland, the father of plastics, synthesized phenolic resin to make life more comfortable. It can be seen that the industrial demand for phenol is great. Therefore, there are often large trucks carrying phenol on the expressway. Let's watch a news. Chemistry is connected with production, and I moved from life to chemistry, thus achieving the emotional goal of saving the class.

2. Example of lecture notes of chemistry teaching plan in senior one.

First of all, talk about textbooks.

Experimental chemistry is an important part of senior high school chemistry curriculum. This course module helps students to have a deeper understanding of the position of experiments in chemical science, master the basic methods and skills of chemical experiments, and cultivate their innovative spirit and practical ability to solve practical problems by experimental means.

Distinguishing sodium sub-XX from salt is selected from the third question of Experimental Chemistry published by Jiangsu Education Press. The theme of this lesson is the identification of matter. The identified objects are industrial salt (sodium sub-XX) and table salt, which are closely related to production and life. The identification method mainly involves the chemical properties of the identified substance, and leaves enough space for students to explore the identification method from the perspectives of physical properties, composition and structure.

According to the characteristics of substances, the textbook requires students to design the experimental scheme of substance identification from different angles and conduct experimental exploration, so as to realize the value of chemical theoretical knowledge in practical application and further enhance students' ability to solve practical problems by using chemical knowledge.

Second, say the goal.

The goal of classroom teaching is the starting point and destination of teaching. We have set the following three-dimensional goals for this class.

Knowledge and skills: Learn the basic skills of substance identification by analyzing the differences in structure, composition and properties between NaNo2 and Nacl.

Process and Methods: Through the identification process of NaNo2-2 and Nacl, students' comprehensive ability of experimental design, evaluation, operation and treatment was cultivated.

Emotion, attitude and values: based on how to prevent sodium nitrite poisoning by mistake in life, establish the consciousness of applying chemical knowledge to production and life practice, and improve the ability of applying existing knowledge to solve practical problems in cooperative learning.

In the setting of the above objectives, we fully reflect the differences in identification methods determined by nature differences, and at the same time pay good attention to the handling of the relations between presupposition and generation, subject and dominance, independence and cooperation, convergence and divergence, theory and practice.

Third, the process of speaking.

According to the general principles of situation introduction, combination of reason and reason, combination and supplement, teacher-student interaction, consistency in learning and application, and continuous sublimation, starting from the fact that different substances have different compositions and properties, different compositions and properties determine different identification methods, different identification methods present different phenomena, and different identification methods need to make reasonable choices, the teaching structure of the whole class is set to "create situations, ask questions", "present first, seek enlightenment" and "stimulate thinking"

Teaching process introduction: Through the video report of industrial salt (sodium nitrite) poisoning incident, the author puts forward "Why is this serious poisoning incident?" Problems; Through the presentation of nano-2 samples and the instructions for the use of nano-2, it is further put forward that "how to avoid this poisoning through identification?" problem

The design intention is based on real events in life, which can better stimulate students' interest in learning, clarify the learning direction that should be paid attention to in learning, and make the classroom quickly enter an orderly and efficient teaching state. Putting learning and research in the context of solving real-life problems, this presupposition of "informing" learners' learning goals can effectively stimulate learners to plan a series of expected behaviors for quickly obtaining learning results, and gradually transform the expected behaviors into practical behaviors, so that the practical behaviors can match the correct learning results.

Problems in teaching process 1: How to distinguish Nacl from NH4cl through experiments? On the basis of students' discussion in groups, teachers and students put forward four schemes: flame reaction method, gas method (reaction with NaoH solid), color development method (reaction with litmus test solution) and color development method (contact with pH test paper).

Design Intention Ausubel believes that by presenting the first organizer to learners, the existing cognitive structure in learners' minds can be activated, which is intended to provide a conceptual framework for the learning of newly presented materials, thus helping to maintain and transmit wisdom and skills.

In the teaching process, through the study of two solid identification methods, Nacl and NH4cl, we think about and sort out the basic principles that should be followed in substance identification. That is, according to the differences in physical properties, chemical properties, composition and structure of substances.

The design intention is to summarize and refine the common principle of substance identification on the basis of analyzing the identification methods of solid Nacl and NH4cl, and complete the sublimation of students' cognitive structure from individual to general and from concrete to abstract, so as to identify NaNo2 and Nacl solids.

It provides the support of upper concepts and rules, and also lays a good foundation for students to choose the required information and problem-solving strategies.

Question 2 in the teaching process: What knowledge do you have to distinguish NaNo2 and Nacl reasonably? (Present the completed homework: find and summarize the properties and uses of NaNo2, and show the small popular science papers written), project and present the property comparison table of NaNo2 and Nacl.

The design aims to let students know the essence of NaNo2-2 by searching information and writing popular science articles. It not only improves students' ability to search and receive information, but also cultivates students' ability to analyze and process information. The results of property search and property comparison are finally displayed in the form of tables, which not only reflects the high density of information, but also highlights the differences in physical and chemical properties between NaNo2 and Nacl.

Question 3 in the teaching process: how to identify NaNo2 and Nacl by experimental methods? (Students discuss in groups and initially form a short experimental plan)

Teachers and students should sum up and sort out together to complete the experimental operation of substance identification, which requires comprehensive consideration of scheme design, scheme evaluation, scheme practice, scheme reflection and so on.

The design aims to give full play to students' subjective initiative and cultivate students' ability to discover, evaluate, absorb and use information through group cooperative learning, so as to optimize the quality of students' thinking transfer, divergence and convergence, and finally form some orderly experimental identification schemes from a theoretical point of view.

In the teaching process, teachers and students evaluate the typical theoretical identification scheme designed by students from the practical point of view, and implement the scheme in groups (four people in a group, conduct group experiments with clear tasks, and report the experimental steps, phenomena and conclusions).

The design intention embodies the characteristics of chemistry as an experiment-oriented subject, cultivates students' ability of mutual cooperation and hands-on operation, tests the rationality, simplicity, safety and feasibility of theoretical design, and highlights the "dynamic" function of experiments, as well as the "static" function of experiments (the evaluation function of practice on theory).

In the teaching process, teachers and students should jointly summarize and sort out the material appraisal, so they should have enough knowledge reserves and master the general appraisal process. On this basis, consider whether there is any difference between the theory and practice of material identification.

Question 4: How do construction workers distinguish salt from industrial salt in a simple way?

The knowledge of design intent and the acquisition of ability need constant summarization, constant training and constant thinking, so that theoretical knowledge and methods can be brought back to life, and students' passion and intelligence in applying theoretical knowledge to solve practical problems can be re-stimulated, so that students can feel the success and joy of learning chemistry and better realize the classroom objectives of emotional attitudes and values.

Summary of teaching process: verification and inquiry are the basic ideas of material identification, qualitative and quantitative methods; Traditional and modern methods; Local and holistic methods; Basic and comprehensive methods are the bridge between specific identification methods and the composition and properties of substances. Although these methods must be used according to the specific situation, the construction of their independent knowledge and ability should be integrated into the complete system of chemistry in time.

Timely induction, summary and promotion of design intent can not only highlight the orderly construction of complete system knowledge, but also strengthen the optimal cultivation of innovation and comprehensive ability.

3. Example of lecture notes of chemistry teaching plan in senior one.

I. Guiding ideology

Issued by the Ministry of Education

Two. Textbook analysis

1. The position and function of teaching materials

This chapter is selected from full-time high school textbooks.

2. Teaching objectives

According to the spirit of teaching reform, new curriculum standards and the actual situation of students, the teaching objectives are established as follows:

A. Understand and master the relationship between crystal particle types and their interaction forces and crystal types, and the relationship between crystal types and main physical properties of crystals.

B. Grasp theoretical knowledge and guide the study of knowledge about the properties of silicon.

C to cultivate the ability of spatial imagination, we can imagine the plan as a spatial structure and express the spatial structure on the plan.

Three. Learning situation. Analysis of learning methods

The teaching object of this class is senior two students, who have the ability to collect and process information and are willing to show themselves. In the concept of this lesson, students are guided to explore and cooperate independently to eliminate their mystery and boredom.

Because of its strong theory, interactive teaching is strong in theory, using pictures

Four. teaching program

1. Create a scene and introduce a theme.

The outstanding feature of subject inquiry learning is practicality. Openness means breaking through the limitations of time and space. The learning process is not limited to courses. I'm going to let my students know about Jingdezhen ceramics and Terracotta Warriors before class. After I invite my students to make an introduction in class, I will give them a more specific statement about the history of China pottery, thus leading to the silicon-containing nature in real life.

2. Enrich the extension of knowledge and stimulate students' thirst for knowledge.

Let the students read the textbook and ask them to summarize the contents of the textbook and answer.

Put forward such questions as "Who knows the content of silicon in the earth's crust?" "Who knows the content of silicon in the universe?" "What forms of silicon exist in nature?"

3. Look at the crystal color picture with the help of multimedia.

The structure of silicon is introduced from the external structure of crystal and its crystal structure plane.

Then show the diamond crystal bar model.

By comparing the structure of diamond crystal and crystal, the influence of structure on physical properties is analyzed.

Then the physical properties of atomic crystals are deduced.

By discussing the melting points of four kinds of atomic crystals: crystalline silicon, diamond, carbon dioxide and silicon carbide

Then compare their chemical bonds and the factors that affect their physical properties.

Using judgment questions to solve possible fuzzy points in teaching

4. Guide students to summarize the contents of this section of this chapter.

Summarize, summarize and consolidate in time.

Through classroom practice, feedback students to master and solve possible problems in time.

4. Example of lecture notes of chemistry teaching plan in senior one.

About methane, the combustion reaction and some main uses of methane have been introduced in junior middle school chemistry. On this basis, this teaching content will further introduce the molecular structure and main chemical properties of methane (oxidation reaction, substitution reaction and heating reaction).

When introducing this knowledge, teaching materials attach great importance to the connection with students' existing knowledge, and adopt various ways to guide students to think actively and help them understand.

According to the teaching requirements in the syllabus, students are only required to understand the structural formula of methane. However, considering that the structural formula only shows the structural mode of each atom in the methane molecule, it can't truly reflect the three-dimensional structure of the methane molecule-and the understanding of the three-dimensional structure of the molecule directly affects the students' understanding of the organic molecular structure, it is necessary to introduce the three-dimensional structure of the methane molecule to the students, so as to avoid the students from mistakenly thinking that the methane molecule is a plane molecule (the following sections give the molecular structure models represented by various hydrocarbons, which is also the purpose).

Due to the limitation of students' knowledge of material structure, when introducing the molecular structure of methane, the textbook first introduces the composition of methane molecules. Through students' recollection of the knowledge of material composition, combined with the knowledge of carbon's extranuclear electron arrangement and covalent bond, the structural formula of methane molecule is gradually given, and then the three-dimensional structure of methane molecule is introduced by using the rod model and proportional model of methane molecule. Make students have a clear understanding of the regular tetrahedron structure of methane on the basis of reviewing the existing knowledge.

On the basis of understanding the physical properties of methane, students focus on learning the chemical structure of methane.

The nature of methane introduced in the textbook is based on the fact that strong covalent bonds can be formed between carbon atoms and hydrogen atoms in methane molecules. In the textbook, the combustion reaction of methane in air is compared with the reaction between methane and acidic solution, which shows that although methane can't react with acidic solution, it can only show that methane is stable under normal conditions, but it can't show that methane can't react with all oxidants. Under certain conditions, methane can also be oxidized.

The substitution reaction of methane is a characteristic reaction of alkanes, and it is also one of the key contents of this textbook. On the basis of experiments, the textbook first gives students an impression that the hydrogen atom in the methane molecule is replaced by other atoms, and then explains to students that not only one hydrogen atom in the methane molecule can be replaced, but all hydrogen atoms in the methane molecule can be replaced by several equations, thus clarifying the exact meaning of the substitution reaction.

It should be pointed out that the substitution reaction in organic chemistry is different from that in inorganic chemistry. The following table lists the main differences between them.

Key point: chemical properties of methane.

Difficulties: the molecular structure of methane and the substitution reaction of methane.

Teaching methods: lectures, self-study guidance and comparative teaching are combined.

5. Example of lecture notes of chemistry teaching plan in senior one.

Hello, judges and teachers! I want to say that the content of the class is the chemical properties of metals. Below I will explain this course from four aspects: teaching materials, teaching methods, learning methods and teaching plan design:

First of all, talk about textbooks.

1. 1, the position and function of teaching materials:

This lesson is the content of the second lesson in the first section of chapter 3 of the compulsory chemistry course 1 published by People's Education Press. This course is an extension of the content of this course on the basis of previous studies on the reaction between metals and nonmetals, and as far as the content of this course is concerned, it contains several important chemical properties of metal chemistry: the interaction between metals, acids and water; And the chemical properties of some special metals, such as the reaction of aluminum with sodium hydroxide. The content of this lesson plays a very important role in the whole senior high school chemistry.

1.2, teaching objectives

According to the new curriculum concept, in line with the profound understanding of the structure and content of teaching materials, the teaching objectives of this section are put forward:

1. Knowledge Objective: To correctly master the phenomenon of the reaction between metal sodium and water and the writing of chemical equations; Reaction phenomenon of aluminum with sodium hydroxide and writing of chemical equation.

2. Skill goal: Give full play to students' potential, guide students to design experiments independently, and enhance students' ability to find and solve problems. Cultivate students' ability to analyze problems and scientific attitude.

Emotional goal: to feel the wonderful changes in the chemical world through wonderful chemical experimental operations (such as the reaction between sodium and water) and wonderful chemical experimental phenomena, to improve students' interest in learning chemistry and to guide students to understand the essence of things through phenomena.

1.3, key points and difficulties

Key points: the reaction of sodium and water, the reverse use of aluminum and sodium hydroxide.

Difficulties: observation of the experimental phenomena of sodium reacting with water and aluminum reacting with sodium hydroxide solution.

Second, teaching methods

The breakthrough of the above key points and difficulties is the key to the success of this section, and what kind of teaching methods and learning methods are extremely important.

My teaching method is:

1. For the reaction between sodium and water, because the reaction is fierce, I choose the teaching method as a demonstration experiment when the students have no experimental experience. If conditions permit, let the students summarize the experimental phenomena themselves according to some tips given in advance and try to make a scientific explanation. According to the experimental phenomenon, let the students try to write the chemical equation of the reaction by themselves. Cultivate students' ability to analyze problems and scientific attitude.

2. By comparison: Sodium can react with water, but what about iron? Guide students to design their own experiments to verify whether iron can react with water vapor.

3. In the teaching of the reaction between aluminum and sodium hydroxide solution, students are also allowed to do experiments by themselves, summarize the experimental phenomena, make reasonable explanations and write the corresponding chemical equations.

Third, study law.

The interaction between teachers and students is adopted, with students as the main body and teachers as the auxiliary form, giving full play to the main role of students, and guiding students to find, analyze and solve problems through student experiments.

Fourth, the teaching process

(A) classroom lead-in. Review the reaction between metal and acid that I learned in junior high school. When I was in junior high school, I learned the metal activity sequence table. When the metal before hydrogen meets acid, it can react chemically to produce salt and hydrogen. Ask the students to think, "What happens when metal meets water?" In our daily life, we swim in metal utensils to hold water, and often use iron, aluminum or copper kettles to boil water, which shows that these metals do not react with hot water, so do all metals not react with water? Inspire students to think through the examples they see in daily life, arouse their curiosity, and then conduct a demonstration experiment below, so that students can find the answer to the above suspense through the demonstration experiment.

(2) Teaching of the reaction between metal sodium and water: demonstrate the reaction between sodium and water. When doing experiments, remind students to observe the position and shape of sodium, the movement and size change of sodium ball, the generation and noise of surrounding water mist and the color change of solution during the reaction. Guide students to think about why this experimental phenomenon occurs and write the chemical equation of the reaction correctly.

(3) From this to that, ask questions. Iron cannot react with hot and cold water, but can it react with water vapor? Ask students to discuss, for example, inserting red-hot iron into water, or iron powder reacting with water vapor at high temperature. Guide students to discuss the reasonable setting of reaction devices from the aspects of steam generation, the reaction between iron powder and steam, and the inspection of reaction products, and finally choose a device for the experiment.

(d) The part of the reaction between aluminum and sodium hydroxide solution still adopts students' main activities, allowing students to verify through experiments that metals can not only react with acid, but also some special metals can react with acid and alkali.

(5) Summary: After studying the reactions between metals and nonmetals, water and sodium hydroxide solution, we should use the methods of comparison, induction, analysis and synthesis to find out the commonness of metals. At the same time, let students pay attention to the different reactions of sodium, aluminum and iron with oxygen and water, and there are differences between them. Students should also understand that aluminum can react with sodium hydroxide solution, which is not a common property of all metals, but a common property of a few metals. Through comparison and induction, students can understand the general chemical properties and personality of metals, so as to have an overall understanding of the chemical properties of metals.