There are rules in teaching, but there are no fixed rules. The determination of teaching methods depends on the content of teaching materials, learning situation, teaching resources and teaching equipment of the school. In the traditional teaching method, the teaching goal only pays attention to students' cognition, ignores students' emotions, attitudes and values, and cannot be centered on students' development. The interaction between teachers and students is not strong, which can not promote the change of learning methods, seriously restricts the development of students and affects the formation of students' innovative spirit and consciousness. This teaching method can't improve the teaching quality. The author believes that in chemistry teaching, under the guidance of the new curriculum concept, according to the characteristics of chemistry subject, learning situation and teaching resources, we can try the following methods to improve the teaching quality. 1. The research of motivation teaching psychology shows that motivation is the key to learning. In teaching, teachers should try their best to make students have learning motivation-learning interest. Interest is the best teacher. With students' interest in learning, they have the internal motivation to learn chemistry, and the cultivation of creative thinking ability and the effect of learning are obvious. Common methods are: 1. Teachers should grasp that chemistry is an experiment-oriented subject, and design some interesting chemical demonstration experiments according to the teaching content, which can arouse students' curiosity and interest in learning. That is to demonstrate the experimental method.

At present, people have higher and higher requirements for the quality of education and teaching, and higher and higher requirements for teachers' teaching ability. In front of front-line teachers, it is necessary to work hard, master the learning situation seriously, specialize in technology, and improve teaching ability and quality. Senior high school chemistry is generally higher than other subjects in both teaching intensity and teaching difficulty. Effective classroom teaching requires teachers to have advanced teaching concepts and teaching strategies, and also requires students to actively participate in the classroom. Therefore, in order to improve the quality of chemistry teaching in senior high school, we must integrate various factors on the basis of considering the learning situation.

First, cultivate students' interest in learning and stimulate their thirst for knowledge

Learning interest refers to students' psychological hobbies and pursuits in learning activities. It is a conscious tendency to try to understand the world and desire to acquire cultural and scientific knowledge. It can promote people to seek knowledge, delve into problems and broaden their horizons. It is also an efficient catalyst for a person to become a talent. Once students are interested in learning, they will give full play to their enthusiasm and initiative. Einstein, a great scientist, once said: "Interest is the best teacher", and interest is also a great power of knowledge and a source of invention and creation. Without interest, there is no thirst for knowledge; Without curiosity, there is no ability cultivation. Only when students are interested in chemistry will they want to learn, love learning, learn well and make good use of it. Therefore, how to stimulate students' interest in learning chemistry is the key to improve teaching quality. Junior high school students are in a period of broad interests, strong curiosity and strong thirst for knowledge. The key to cultivate students' interest in learning chemistry lies in the guidance of teachers. Let students feel that chemistry is everywhere, so let students combine existing knowledge and experience, connect with reality, and walk into chemistry from life. Chemistry is a natural science based on experiments. Chemical experiment teaching can stimulate students' interest in learning chemistry, help them to form chemical concepts, acquire chemical knowledge and experimental skills, cultivate observation and experimental ability, and also help to cultivate realistic and serious scientific attitude and scientific learning methods. Fully understanding the position and function of experimental teaching in chemistry teaching and taking practical measures to strengthen experimental teaching are important links to improve the quality of chemistry teaching. In chemistry teaching, some knowledge is often not enough only by the teacher's explanation. If we can change the teaching methods, supplemented by vivid experiments, and create intuitive teaching scenarios, we will get twice the result with half the effort. Middle school chemistry experiment includes two parts: teacher's demonstration experiment and student's experiment. The vivid image of demonstration experiment can stimulate students' enthusiasm for learning, arouse students' careful observation, careful analysis and in-depth thinking, realize the process of scientific inquiry, stimulate students' enthusiasm for scientific inquiry and enhance their awareness of scientific inquiry. Chemical experiments should not only do demonstration experiments well, but also give students experimental classes in groups. Students' grouping experiment is a good way for students to complete and explore knowledge independently, and teachers must require students to operate strictly. For some special phenomena in the experiment, teachers must give correct explanations and analyze the reasons, and must not ignore them or criticize or satirize them, which will dampen students' enthusiasm. If it is interesting for students to observe the teacher's demonstration experiment, it is more interesting and challenging for students to do the experiment by themselves.

Second, the use of learning to achieve participatory teaching

Improving the quality of chemistry teaching requires not only the efforts of teachers, but also the cooperation of students. In other words, high-quality and efficient classroom teaching requires interaction between teachers and students. Therefore, it has become an inevitable requirement of the times to stimulate students' initiative and enthusiasm in learning and realize participatory classroom teaching. In the traditional teaching mode, the teacher is the protagonist in the classroom, and students can only passively obey in the classroom. The idea under the basic education reform holds that under the new situation, students are the main body of classroom teaching, the masters of the classroom, and they should be active in the classroom, and teachers are only coordinators and organizers, so that students can maximize their potential and understand and accept relevant knowledge. For example, when teaching the chapter "Exploration of Material Essence", students don't have a comprehensive understanding of the concept of material essence and can't afford to learn it at all. If teachers don't change their methods, students will fall into traditional classroom teaching, which is not conducive to the improvement of teaching efficiency. If teachers can find the starting point of students' interests and let students participate in the classroom, the effect will definitely be completely different. Therefore, chemistry teachers can use chemistry experiments to show students the experiment of magnesium burning in the air, so that students can observe and summarize it carefully, and finally find that different substances have been produced, that is, chemical changes have taken place in the process of burning, so that it is easy to understand the physical and chemical properties of substances.

Third, consider the learning situation and cultivate students' chemical thinking.

From the biological point of view, there are differences among students in ability basis, acceptance ability and cognitive level. Therefore, in the teaching process, teachers must take into account the learning situation and level among students, so as to teach students in accordance with their aptitude and at different levels. Hierarchical teaching is to grasp the gradient of students' level and knowledge, and teachers should make classroom knowledge open and gradient. For example, in the face of fire fighting, teachers should set different gradients. For students with poor ability, what kind of fire fighting form would you choose if you put out a fire in the library? What is its principle? Only in this way can we give consideration to every student and effectively improve teaching efficiency. High-quality chemistry class needs teachers to guide students to find the breakthrough of problems and solve problems independently, which all need to cultivate students' chemical thinking. In regular teaching, teachers should let students master the necessary chemical terms, chemical formulas, chemical phenomena and chemical principles, guide students to use what they have learned and find a breakthrough to solve problems through asking questions. For example, a gas is denser than air and difficult to dissolve in water. What are the ways to collect this gas? Please draw the equipment diagram of the assembly. After students have a certain thinking ability, they will soon solve it. If students only rely on rote memorization, such questions can't be answered.

Four, close contact with life and social practice, broaden students' horizons and enrich their knowledge.

Life-oriented chemistry teaching in senior high school is helpful for students to learn chemistry knowledge, understand and get in touch with society, and cultivate their sense of ownership and social responsibility in social management. Chemistry curriculum is closely related to life, society and students' needs. It is closely related to our daily necessities. In teaching, we should try our best to combine teaching content with life practice, guide students to learn and use chemistry, let them know that chemistry is not only practical, but also broaden their horizons, cultivate their abilities and apply what they have learned, thus stimulating their learning motivation and deepening their basic knowledge of chemistry. These teaching contents have played a great role in improving students' chemistry quality and learning interest. Therefore, teachers must closely combine the relevant chemical phenomena and facts in life, and explain and introduce the theory in combination with practice. Teachers should not only carry out the education of chemical knowledge, but also carry out the education of environmental awareness and ecological morality; It is necessary to cultivate students' sense of social responsibility and guide them to learn to care about nature, society and human destiny. Students master this subject and apply it to better benefit mankind and better serve people's survival and development in the future.

To improve the quality of chemistry teaching in senior high school, we really need to consider the learning situation and start from it. At the same time, effective chemistry teaching also requires teachers to have advanced teaching concepts, exquisite teaching skills, improve students' basic knowledge reserves, prepare lessons carefully before class, constantly adjust teaching strategies during class, and make "live teaching" and "live teaching", reflect and correct in time after class, so as to realize perfect cooperation and writing between teachers and students in class.