Teaching is a process in which teachers guide students to master knowledge and skills actively, develop intelligence and physical strength, and form a certain ideological and moral character. It has a complex structural system. In this structural system, teaching method is one of the key links. In the process of teaching, it is very important for teachers to correctly choose and constantly reform teaching methods, both for students' personal guidance and for classroom teaching. With the deepening of the new curriculum reform in senior high school, school education should change the traditional educational concept of exam-oriented education, take quality education as the goal, reform classroom teaching mode, and cultivate students' comprehensive quality ability. How to use appropriate teaching methods in teaching to improve students' interest in learning? On the basis of summing up many years' teaching experience, according to students' characteristics, aiming at stimulating students' learning motivation and cultivating students' learning interest, focusing on the overall grasp, integrating theory with practice and combining various teaching methods, the author boldly reformed the chemistry teaching methods in senior high schools and achieved good teaching results.

First of all, exchange the positions of teaching and learning subjects to cultivate students' autonomous learning ability.

Educator clay? p？ Bedford said, "If you teach him to learn by stimulating curiosity, he will continue to learn all his life." Asking questions is the source of opening and developing thinking. In the traditional classroom teaching, teachers generally adopt the "spoon-feeding" teaching method, regardless of students' acceptance ability, blindly emphasizing the so-called test sites and key points for students, making them memorize, and giving students no time and space to play freely. Teachers overemphasize their leading role, which leads to the lack of students' main role and indirectly stifles students' autonomous learning ability. The new curriculum emphasizes that the teaching process is a process of communication, initiative and common development between teachers and students. Teaching is communication, communication is dialogue, and communication is participation. It is a teaching activity and an educational spirit. For students, the exchange of teaching and learning positions highlights students' personality; For teachers, attending classes is no longer a meaningless sacrifice and a waste of time, but a process of imparting knowledge and self-realization. Therefore, in teaching, teachers should be good at seizing the opportunity, guiding students to question and ask more questions, and changing students' "passive acceptance" into "active inquiry". Change the previous teaching method of teacher-centered, full-time irrigation and a large number of sea tactics, and become a student-centered and independent inquiry learning method.

Second, create a problem-based teaching situation to stimulate students' enthusiasm for learning

Creating problem situation refers to a situation in which students, stimulated by novel and unknown things, ask questions or accept teachers' questions in cognition, and have a strong desire to solve problems as the purpose of their learning activities. Research shows that people are most interested when there is a moderate inconsistency between the perceived input information and the existing cognitive structure. Therefore, teachers must carefully create problem-based teaching situations, effectively mobilize students to actively participate in teaching activities, and gradually sublimate their learning motivation from curiosity to the realization of interests, interests, ideals and self-worth. Teachers design interesting, exploratory, adaptive and open situational questions for teaching content, and give appropriate guidance to students. By carefully setting up scaffolding, the learning objectives and tasks are skillfully placed in the students' cognitive range, which makes students feel cognitive confusion, causes reflection and forms necessary cognitive conflicts, thus contributing to the construction of new knowledge meaning. For example, when talking about the influence of temperature and catalyst on the chemical reaction rate, each experiment is to ask questions first, so that students can predict the results and carry out the experiment with questions. When the experiment is finished, the result will be clear at a glance. Whether the prediction result is correct or not, students can remember it deeply.

In the teaching process of many years, I think we should pay attention to these problems when creating problem-based teaching situations: 1 Don't tell all the questions in the teaching process, let the students ask questions. 2. When discovering and asking questions, give students time to think. 3. Take advantage of the situation and gradually overcome the wrong tendency of asking questions for the sake of asking questions, so that the questions raised by students are valuable.

Third, combine real life with the frontier of science and technology to improve students' interest in learning chemistry.

We know that where there is substance, there is chemistry. It can be said that chemistry is everywhere, and chemistry is everywhere in life. In classroom teaching, questions are raised in combination with the actual situation, which causes controversy. Teachers can easily use chemical knowledge to explain. Ask the students to discuss how the caves in Pinggu County were formed. At this time, the teacher can explain after the students answer, which is formed by the mutual transformation of insoluble calcium carbonate and soluble calcium bicarbonate. In addition, combined with the scale in the kettle in life, it shows that spring water and well water are often hard water, and scale can be formed in the kettle and boiler, which is due to the precipitation of calcium carbonate. It is pointed out that high hardness of water is harmful to life and production. Through this explanation, students' interest in learning is greatly improved, and they are more impressed with the knowledge of mutual transformation between calcium carbonate and calcium bicarbonate. There are also some popular environmental problems to arouse students' interest in learning chemistry, such as how acid rain is formed, the principle of greenhouse effect, the hole in the ozone layer, automobile exhaust, soil improvement and so on. Students have heard of it, but seldom think about it seriously. These examples can stimulate students' interest in learning chemistry.

Fourthly, using multimedia teaching to enhance cognitive effect.

Psychological research shows that people can remember 15% of the knowledge gained by hearing and 25% of the knowledge gained by vision, and it is acceptable to use two tools to transmit information at the same time to accept 65% of the knowledge. Therefore, sensory cognition can improve students' learning efficiency more than abstract thinking. In the application of teaching methods, multimedia teaching is a new teaching method in recent years. It integrates words, graphics, images and sounds, and has the characteristics of integration, real-time and interaction, which has injected great vitality into abstract theoretical teaching. In chemistry teaching, computers can simulate the structure and change mechanism of atoms, atomic groups and molecules, which makes the chemical reaction process vivid and helps students understand and master the basic principles. The abstract concepts such as electron cloud, chemical bond and crystal structure are difficult to understand. For example, covalent bonds, through multimedia animation to demonstrate the schematic diagram of chlorine molecule formation, students will soon understand that covalent bonds are the interaction between atoms through public electron pairs. In chemistry, there are some static production processes that students can't understand. For example, in the process of producing sulfuric acid by contact method, scattered and isolated equipment can be connected into a complete system equipment through animation simulation, and the static production process can be turned into a dynamic production process, and each link can be repeatedly enlarged and demonstrated, so that students can understand the working principle and production process of each equipment. Using multimedia in chemistry experiment teaching can avoid the experiment failure caused by operation mistakes. Before the experiment, students can use the corresponding software to simulate the experiment on the computer, so as to master the understanding of correct operation and wrong operation, and then carry out the experiment, which can greatly improve the effectiveness of the students' experiment. In short, the use of information technology to create teaching situations can maximize the mobilization of teaching resources, increase classroom teaching capacity and enhance classroom teaching effect.

Effective teaching under the new curriculum background is an art full of challenges. Senior high school chemistry teachers must update their teaching concepts, keep pace with the times, improve their awareness and ability to guide and reflect on educational practice with educational theories, enrich their educational ideas, and make our chemistry teaching more reasonable and effective. China Education Group (China Education Alliance) Special Tutor