Junior high school students are new to chemistry, and they will be quite interested in chemistry at first, especially in chemical experiments. When we study chemical terms, element symbols and basic concepts, we often feel abstract and boring, and often regard chemistry as a rote learning subject, which may make the original interest disappear. How to cultivate students' interest in teaching? I timely educated students on the history of chemistry, talked about the development and formation of chemistry, and introduced some strange natural phenomena with books, such as spontaneous combustion of phosphorus in nature, production technology and discharge principle of fireworks and firecrackers, world-famous ancient inventions in China, such as papermaking and gunpowder, and the close relationship between chemistry and economic construction and life, as well as the benefits and harms that chemistry brought to human society. In this way, students can clearly realize how important it is to learn chemical knowledge well, which is directly related to the development and construction of the motherland. Doing so has enhanced their consciousness and enthusiasm for learning. In addition, according to the characteristics that junior high school students' learning enthusiasm depends more on their learning interest, their image memory ability exceeds their abstract memory ability, and they like to do things with their hands and recreate their imagination, I set up a chemistry interest group to exercise students' brain, hand and mouth skills, stimulate their interest, train their discovery thinking and innovative thinking, and mobilize students to make and experiment on a small scale by using small medicine bottles, plastic bags, wires and candles. For example, after learning to ignite, organize students to do experiments such as "burning handkerchiefs instead of burning" and "lighting wands". The development of these activities eliminated junior high school students' fear of learning chemistry, made students feel interested and willing to learn chemistry, and developed their intelligence and ability at the same time.

Second, organize the knowledge into blocks and establish a chemistry learning module.

The research object of chemistry is substance, and there are many kinds of chemical substances. We might as well use classification learning to explore the similarities between substances. That is, combing similar knowledge into blocks, taking a certain substance as a typical example, and establishing modules are conducive to improving learning efficiency and cultivating students' ability to transfer knowledge, thus further consolidating the knowledge they have learned. The establishment of modules has greatly increased the efficiency of classroom teaching, but each mode is just an idea of analyzing and solving problems, which cannot be achieved in one step, and should be gradual. The design ideas of gas extraction teaching are: teaching students how to learn O2 extraction; When learning CO2 extraction, guide students to learn gas extraction; Let students learn independently when making H2. Through this design, the realm from church learning to learning and then to autonomous inquiry learning is realized.

Third, strengthen concept teaching and pay attention to key words in concepts.

There are many chemical concepts in junior high school. In teaching, we should pay attention to the strictness and accuracy of concepts and correct students' misunderstanding of concepts in time, which is conducive to cultivating students' strict logical thinking habits. For example, when teaching the concepts of "simple substance" and "compound", special emphasis should be placed on the word "pure substance" in the concept. Because a simple substance or compound is a pure substance at first, that is, it is composed of a substance, and then it is judged whether it is a simple substance or a compound according to the number of elements that make it up. Otherwise, students will mistake some mixtures such as diamond and graphite for simple substances, and may also regard mixtures such as salt water as compounds because they are composed of different elements. Another example is the content of the law of conservation of mass: the total mass of substances participating in the reaction is equal to the total mass of substances generated. It must be emphasized here that the conservation of mass first refers to chemical changes, and then the total mass of products is equal to the total mass of substances that participate in the reaction. It is necessary to highlight the meaning of the word "participation", which has nothing to do with the quality of reactants that do not participate.

Fourth, attach importance to experimental teaching and encourage students to explore and learn independently.

Chemical experiment is a means of chemical inquiry. We should not only re-explore traditional experiments, but also extend experimental inquiry to extracurricular activities to arouse students' learning enthusiasm and encourage them to study independently. Therefore, in teaching, we should make full use of the existing experimental resources, organize chemistry interest groups, actively open the laboratory, let students freely enter the laboratory for experiments in their spare time, give reasonable guidance to students, pay attention to the guidance of students with learning difficulties, integrate into each group's inquiry activities, understand the changes in learning situation, and strive to be the guide for students to explore and learn independently. For example, in the experiment of teaching "Determination of Oxygen Content in the Air", the question situation is designed as follows: Can we only use red phosphorus to burn oxygen to determine the oxygen content in the air? With such questions, guide students to explore in groups, and let them go to the laboratory to design a plan and explore ways to solve the problem. All the students are full of energy, eager to try, and meticulous in exploring experiments. They designed many creative experimental schemes. But some groups are just doing experiments blindly, without a certain purpose. At this time, teachers should give timely guidance, correct students' experimental plans and inquiry activities, and provide a strong foundation for doing this experiment well, so that students can explore in autonomous learning activities and taste the joy brought by success.