1, to carry out a variety of activities, reflecting the educational function of chemical beauty.
Aesthetic education is an indispensable part of a person's humanistic quality. Aesthetic education can not only cultivate sentiment, improve literacy, but also help develop intelligence. It is a brilliant and noble spiritual activity and plays an irreplaceable role in promoting students' all-round development. Chemical beauty is a kind of scientific beauty. When chemistry reveals the colorful forms and laws of movement in matter, it shows the rich aesthetic education materials contained in the field of chemistry, so it has special aesthetic value. Today, with the growing voice of quality education, it should gradually become the consensus of all chemistry teachers to attach importance to developing the unique educational function of chemical beauty [2].
[Case 1] In the design of junior middle school chemistry introduction course, we should first fully demonstrate the ability of chemistry and the value of learning chemistry, stimulate students' interest in learning and enhance their feelings about chemistry. To this end, the author assigned students the task of investigating "chemistry in life" in advance. As a result, the author was delighted and shocked by the results reported by the students, and a group of students did the same.
"What is the relationship between chemistry and life? I want to say: a high-quality life is inseparable from chemistry. Why, if you don't believe me, I'll accompany you to Mrs. Wang's house! " .
In this way, the close relationship between chemistry and food, clothing, housing and transportation is vividly reflected, creating a series of interesting and vivid life scenes. Accompanied by exquisite slides, a "big meal" with both chemical beauty and life beauty was presented to the students. Students' curiosity and praise for chemistry was once aroused.
[Case 2] In the lesson "Chemistry is an experiment-based science", after students complete the activity of "Observation and Description-Exploration of Candles and Their Burning", I encourage students to describe the observed experimental phenomena like writing a composition. Because students have just come into contact with chemistry at this time, they are full of curiosity about chemical experiments, and the description of the phenomenon is still very irregular and rigorous. Teachers don't need to ask step by step, let them feel and experience the magic and beauty of chemistry in their own language. The following is a student's experimental report.
Explore the secret of candle burning
Candle is a kind of solid fuel, which can burn and shine, so when there is a power failure, we often light candles for lighting. So, how do candles burn? Once I lit a candle, and it was blown out by the wind after a while. At this time, I saw a wisp of white smoke coming out of the wick, and immediately struck a match close to "white gas", and the candle lit again. Why did the match light without getting close to the wick? I thought it was strange, so I blew out the candle and lit it again. I repeated it several times and the result was exactly the same as the first time. I guess: candles are solid. When it is ignited, it melts into liquid due to heat. With the increase of temperature, liquid becomes combustible gas, so combustion gives off light and heat. When the candle suddenly goes out, the combustible gas converted from wax oil is still volatile. At this time, if a fire source approaches, it will burn again.
In order to prove whether my idea is correct, I designed the following experiment under the guidance of my teacher to verify it. Use a 1 hollow thin iron tube, about 10cm long and less than 1cm in diameter, clamp the middle, insert one end into the center of the candle flame in the dark, and the other end inclines upward; At this time, the striking match moved closer to the other end of the iron pipe. Slowly, I saw the flame of 1 coming out of the iron pipe mouth again. Although the flame is weak, it is clearly visible. Therefore, it shows that when the candle burns, it really turns into gas. The combustible gas passes through the thin iron pipe and burns when it meets the fire source at the other end.
What does a candle become when it burns? In order to find out this problem, I tried to do the following experiment: I put 1 glass funnel above the candle flame, then rubbed 1 matches and moved them closer to the funnel mouth. As it drew near, the match went out. Why is this? I guess: is it that the candle burns to produce carbon dioxide, because carbon dioxide can put out the fire without combustion.
I remembered the knowledge of nature I had studied before. Carbon dioxide can make clear lime water turbid, so I immediately found a tool for the next experiment. The method is as follows: light a candle, put it in a 1 beaker, and cover the beaker with a glass sheet. The candle will go out after a while. Then pour a little clear limewater into the cup, shake it gently with your hand, and see that the limewater is really turbid, indicating that carbon dioxide is produced after the candle burns. Is there anything else produced besides carbon dioxide?
I lit the candle, hung 1 cold and dry flat glass upside down on the candle, and put 1 block of ice on it. Soon, some small water droplets condensed in the cup, which showed that water was also produced when the candle burned.
[Case 3] Before exploring the "chemical properties of metals", the author first asked the students to start a debate on "Who is the king of the metal kingdom?" Students acted as nationals of the metal kingdom to express their views and state their reasons. A said: I chose silver because it has the best electrical and thermal conductivity! B said: I chose gold because it is a symbol of wealth! C said: I chose tungsten because it is the most heat resistant and has the highest melting point! Ding said: I chose mercury because it is the most unique, only it is liquid at room temperature ... Everyone is at loggerheads, and the jury can only formulate a unified campaign standard, so that everyone can compare the activities, arrange the order and agree to be the most lively metal king.
After such a wonderful and mysterious debate, everyone's desire to explore has also reached a climax. In teaching, on the one hand, we can fully explore the beautiful things and phenomena in chemical science, and use these things and phenomena to cultivate students' noble interests and healthy aesthetics. At the same time, we can use the characteristics and laws of chemical beauty to guide students to analyze and master chemistry, realize the educational purpose of enlightening truth with beauty, make students' sensibility and rationality develop harmoniously, and shape a sound personality. This is also one of the most effective ways to cultivate students' humanistic spirit.
2. Fully tap the philosophy of chemistry to stimulate students' strong will and spirit of struggle.
In the traditional chemistry teaching, teachers will spare no effort to make use of the history of chemistry, the struggle course and personality charm of scientists to inspire students to follow their example, learn their scientific spirit of courage to explore and pursue constantly, and their firm belief in devoting themselves to science and career, so as to receive humanistic education. In teaching, it is necessary to determine the best combination point of knowledge imparting and moral education, and to infiltrate it imperceptibly and naturally, so as to achieve the realm of "moistening things quietly". The philosophy contained in chemistry is quite rich. As front-line teachers, we should fully tap these resources.
[Case 4] In the lesson of "Ions", after students summed up the law of atoms gaining and losing electrons, the author thought of the truth of being a man and shared this feeling with his classmates.
The idea of gaining and losing electrons from atoms
Atoms of metal elements are easy to lose electrons in chemical reactions; However, atoms of nonmetallic elements can easily get electrons in chemical reactions, thus achieving a stable structure. But in gain and loss electrons, the nucleus remains the same, so the kind of atoms remains the same.
Coincidentally, there is an old saying in China: "If you stay green, you are not afraid of running out of firewood.". In fact, the green hills are there, and the evergreen trees are there. Putting the cart before the horse, pursuing firewood and abandoning green hills are just for immediate benefits. In fact, life is like an atom gaining and losing electrons. There are gains and losses, but we can't lose the center and goal. At present, many students like playing computer games and have no intention of studying. They got some "electrons"-the stimulation of computer games, but lost the "nucleus"-to learn scientific and cultural knowledge. "If the skin doesn't exist, how can the hair be attached?" Without the "core", there is no self. What's the use of more "electrons"? Isn't that a "tramp" with no purpose and no soul?
It is better to teach people to fish than to teach them to fish. Fishing is the core. If fish is "electronic", you can get fish, but you haven't learned the fishing skills yet. Even gold and silver treasures will sit on empty seats. So you should master a skill before you can use it to capture other things. But if you want to do it overnight, it is impossible to do it in one step. Take learning as an example, the learning method is "core", while things like doing problems and memorizing are "electronic". Learn to learn and master learning methods, and you will be like a duck to water. If you just memorize and do a lot of mechanical repetitive exercises without knowing the methods, your ability to solve and analyze problems will not be fundamentally improved, and you will not be able to cope with the exams under the new curriculum.
Atoms make the chemical world colorful and life more meaningful.
3. Carry out extensive inquiry activities and establish students' sense of unity and cooperation.
"Learning to cooperate" is one of the four pillars of education, and it is also the requirement of the new chemistry teaching syllabus. With the advent of the era of knowledge economy, international scientific and technological and economic exchanges have been expanding, and cooperation and exchanges between people have become more frequent. Self-centered learning, lifestyle and code of conduct, such as "going alone" and "doing everything in Dont Ask For Help", will directly affect people's social communication and quality of life, and the quality of mutual cooperation and harmonious coexistence among music groups will surely become the behavioral characteristics of the new generation. In experimental activities, students sometimes need reasonable division of labor, cooperation, unity and cooperation to complete experimental tasks. In experimental teaching, we should create more activities, let students communicate and cooperate more, cultivate the consciousness and ability of cooperation with others. This can not only promote students' spirit of mutual assistance, but also make them experience the happiness of cooperation in the process of sharing the fruits of cooperation, which is more team spirit. Of course, it also includes cooperation with teachers and parents.
[Case 5] Before learning the lesson "Air", the author arranged a small family experiment (as shown in the figure below). In a report fed back by a student, he wrote: "I did an experiment with my father at home for the first time and found it very interesting. Suddenly I felt much closer to him! For the first time, I found that my father knows a lot and has strong hands-on ability. I admire him very much! "
So far, I am very moved by this speech, which shows that these activities will play an important role in the peer education of students.
4. Seize every opportunity to cultivate students' scientific attitude of seeking truth from facts.
The style of respecting facts is not only a matter of ideological quality, but also a scientific spirit. Without modern science and advanced technology, a country and a nation will collapse when they are beaten, but without national humanistic spirit, they will not collapse. The basic feature of scientific activities is the endless pursuit of the unknown and truth, thus enhancing human happiness. In this sense, scientific activity education itself is a kind of humanistic education.
[Case 6] In the lesson "Elements", the author quoted the following news reports:
Xinhua News Agency On July 5, 2002, Lawrence Berkeley National Laboratory publicly admitted that the experimental data of two overweight elements (namely 1 18 and 1 16) discovered by the laboratory in 1999 were "fabricated". This achievement is listed as one of the "Top Ten Scientific and Technological Progress in the World from 65438 to 0999", but the research teams in Germany, France and Japan cannot repeat the experiment, and Lawrence Berkeley National Laboratory cannot produce this element when it repeats the experiment itself. After analyzing the original data, they found that an important index in the experiment was simply false, so they withdrew their research conclusion three years ago.
Enlighten students to do things down to earth from here. In addition, in chemical experiment teaching, students are required to strictly abide by the operating rules and pay attention to the standardization of operation. Before the specific operation, students are required to preview in order to observe the experimental phenomena purposefully and in a planned way; Record the experimental phenomena and data truthfully, respect the experimental facts, and don't cheat and hide the facts just because a phenomenon doesn't conform to the theoretical knowledge you have learned. Instead, we should carefully analyze, find out the abnormal reasons, boldly question, dispel doubts and doubts, and cultivate students' meticulous and realistic attitude.
5. Infiltrate environmental education and establish students' strategic thinking of sustainable development.
Science is a double-edged sword, which can not only benefit mankind, but also bring disaster to mankind. In teaching, environmental education can be infiltrated according to different knowledge contents, and humanistic education can be infiltrated in environmental education, such as organizing students to collect small environmental information, discuss and write small papers, read books and articles about environmental protection, and visit. Cultivating every citizen's concept of sustainable development, especially as a future generation of students, is the source and motivation to realize sustainable development.
[Case 7] "Half of the problems that science tries to solve are caused by itself" [3], which was discussed by the students in the elementary class of Grade Three. The students responded enthusiastically, including about the harm of chemical production to human environment, and some illegal traders used chemicals to make fake and shoddy products and made huge profits by using chemicals (information obtained by students from TV, newspapers and other channels), such as: processing and selling unripe fruits in order to get them on the market earlier; Bleached tremella makes the appearance more. Sometimes, the author tries to summarize the contents to be memorized in the textbook into a form similar to "quatrains" or "rhymes" or "words".
For example, the production of chlorine can be recorded as follows: manganese dioxide concentrated hydrochloric acid, heating yellow-green gas, "iodine lake" test paper to check gas, and paper turning purple-black iodine substitution.
The nature of alcohol can be recorded as follows: halogenated hydrocarbon is hydrolyzed to form alcohol, the second ethanol is called alcohol, and the hydroxyl group is not acid and alkali. Hydrogen can be released when it reacts with sodium, and reacts with acid to form ester when it is oxidized to aldehyde and alcohol is dehydrogenated, and the dehydration reaction is obvious. The existence of hydroxyl group is the internal cause.
Students have a great reaction to this, because it rhymes succinctly and is easy to remember. At the same time, the author also encourages them to summarize what they have learned in the form of "quatrains" or "verses" or "words" Then print out some good ones and send them to the whole class, so that they can have a sense of accomplishment and stimulate their interest and enthusiasm in continuing to learn chemistry.
"Ask which canal is so clear? Because there is running water at the source. " This kind of "flowing water from the source" means that the author prefers ancient poetry, because ancient poetry contains a feeling of touching and calling life, which has accumulated all the hearts, wisdom, character, mind and cultivation of ancient great poets. Therefore, China tradition has always said "poetry teaching". Introducing poetry into chemistry teaching not only makes the teaching language concise and refreshing, but also stimulates students' interest in learning. Of course, the quotation should be just right, and students should accept it unconsciously. Otherwise, it will be counterproductive, making students think that you are showing off, not infecting students, and improving the teaching effect.
Of course, in addition to ancient poems, the flexible use of modern poems and idioms can also achieve the effect of winding paths leading to secluded places, so that students can not only be deeply inspired by philosophy, but also experience a poetic beauty, not only learn scientific knowledge, but also appreciate art, thus achieving the best teaching effect.