To cultivate and improve students' chemical experiment operation ability, teachers should have excellent experimental operation skills, correct teaching and accurate demonstration. Hu Dan students should keep a strong interest in experiments, effectively cultivate their experimental operation ability in group experiments and the second class, and summarize them in time to improve their experimental operation ability step by step. Keywords: cultivation; Chemical experiment; Operational Ability ArticleNo.:1008-0546 (2012) 06-0087-02 China Library ClassificationNo.: G633.8 Document ID: BDOI:10.3969/J.ISSN.1ISSN. In order to better carry out experimental teaching in line with the requirements of new textbooks, and to cultivate and improve students' scientific literacy and practical ability, junior high school graduates were tested for their experimental operation ability. It can be seen that education departments at all levels attach importance to students' experimental operation ability. Cultivating students' ability to operate chemical experiments in chemistry teaching is the basic requirement of chemistry curriculum standard, and it is also one of the main tasks of chemistry educators. How to cultivate junior high school students' chemical experiment operation ability, let's talk about some personal experiences. First, improve teachers' own experimental operation skills and enhance the accuracy of demonstration experiments. The demonstration experiment was completed by the teacher under the gaze of the students. The teacher's every move will leave a deep impression on the students, and the students will imitate the teacher's operation. Demonstration experiment has a strong demonstration effect, and teachers must improve their experimental operation skills, which requires teachers to practice themselves before class and effectively master the essentials of demonstration experiment in order to find out the problems, find out the reasons and improve them in time. For example, how much water should be left in the gas container to prevent the bottom of the gas container from bursting when the iron wire burns in oxygen; Top-down speed at which the iron wire extends into the gas container; The length of the lighted matchstick, etc. Teachers should operate in person, grasp the essentials and matters needing attention, in order to achieve the ideal effect. When demonstrating experiments, students should observe chemical instruments and devices; It is necessary to observe the chemical experiment operation (including observing the holding method and using method of experimental instruments, observing the installation method of experimental devices, and observing the steps and methods of demonstrating experimental operation by teachers); Observe chemical substances and their changes. Therefore, in the demonstration experiment, even a small detail should be treated as a major event. Only by improving their own experimental skills and teaching with standardized operation can teachers strengthen students' awareness of standardized experimental skills and promote students' ability to operate chemical experiments. Second, stimulate students' interest in experiments and improve their operational ability in pleasure. Chemistry in junior high school is the initial stage of chemistry education, and chemistry is a science based on experiments, and the chemistry experiment itself has certain novelty. Therefore, teachers should fully tap the interest of the experiment itself, stimulate students' interest in the experiment, make students willing to carry out chemical experiments, and improve their operational ability in pleasure. In the first class of junior middle school chemistry, the teacher should add some interesting experiments, such as "wand ignition", "unburned handkerchief", "water dripping on the fire" and "white flowers turning into colorful flowers". After I finished the interesting experiment, I asked the students, "Do you want to do the chemistry experiment by yourself?" The student's answer was deafening: "Think". When students have a strong interest in chemical experiments and the central nervous system is in a state of excitement, they can operate carefully and observe keenly to promote the smooth progress of chemical experiments, and produce emotional experiences such as pleasure, satisfaction and joy in the experiments, so as to further strengthen their interest in chemical experiments and quickly accept and improve their operational ability. In chemistry teaching, while actively stimulating students' interest in chemical experiments, teachers should pay attention to overcoming the negative factors that affect students' interest in chemical experiments, such as explosion, clothing corrosion, personal injury and experimental failure. Teachers should clearly explain the experimental rules and safety requirements to students, and must operate according to the rules to avoid some experimental failures or safety accidents, thus reducing students' interest in experiments. Third, make full preparations. Good grouping experiment is the main battlefield for students to improve their operational ability and the central link for cultivating their operational ability. Therefore, we should be fully prepared and do a good job in group experiments. Teachers' preparation: First, teachers are required to make a preliminary test of the experiment. Compared with the pre-test of demonstration experiment and experiment while talking, the pre-test experiment of students' experimental class should have higher requirements. In addition to mastering the conditions and keys to the success or failure of the experiment, it is also necessary to estimate the possible difficulties that students may encounter when conducting the experiment independently, draw up the matters needing attention to be explained to students in class, and make a good patrol guidance plan in class. The guidance plan should include experimental content and operation skills, students and patrol guidance route. For example, an experimental report can be designed according to the actual situation of students, and the key parts can be filled in in the form of blanks, which can be filled in before class preparation. What needs to be filled in during the experiment can only be completed by experiments. Secondly, instruments, medicines and equipment should be well prepared and placed in an orderly manner to keep the laboratory clean and tidy. Students' preparation: before class, students are instructed to preview the experimental contents, and are required to be clear about the experimental purpose, be familiar with the experimental contents, understand the basic principles and operation steps of the experiment, master the instruments and assembly process required by the experimental device, and understand the relevant precautions (including precautions in operation, use and installation of instruments, dosage of drugs, observation, waste disposal, safety protection, etc.). ), and briefly take experimental notes, so that you can consciously. Fourth, opening up a "second classroom" in combination with teaching. Opening a "second classroom" in the laboratory is one of the important ways to broaden students' horizons and cultivate and discover talents. At the same time, it can train a group of experimental operation experts and improve students' experimental operation ability. Therefore, the "second classroom" should be regarded as a part of the whole teaching activity and included in the teaching and research activity plan. The laboratory is the main place for students to carry out operation skills training, and students should be encouraged to do some experiments in the laboratory during scientific and technological activities and after school. This can not only solve the problems that individual students have not solved in class, but also train a group of experimental operation experts through opening laboratories. These operation experts are the group leaders in the group experiments, and they can drive and guide the group members to carry out correct experimental operations. Opening the laboratory should be carried out in a planned and step-by-step manner. The first stage is mainly to train basic operations. The second stage is the preparation of gas and the experiment of material properties. The third stage is mainly based on exploratory experiments and small experiments after class. Although students are the main body of the open laboratory, the leading role of teachers can not be ignored. Teachers are the designers and organizers of teaching activities and dominate the whole process of teaching activities. In the process of laboratory opening, teachers should guide and participate in students' experimental operation, solve the problems in students' experimental process and improve students' experimental operation ability. 5. Summarize the error-prone operations, concentrate on training, and repeatedly train students to make various operational errors in the experiment. Teachers should observe carefully and correct the error-prone operations in time. Summarize the common operation errors. For example, the error-prone operations are: (1) When collecting gas by the drainage method of making oxygen with potassium permanganate, after the experiment is completed, first move the alcohol lamp, and then take out the catheter from the water to make the water flow backwards. (2) The candle burns in oxygen, and the burning spoon extends into the gas container too fast. (3) When weighing an object with a pallet balance, dial the roaming code by hand, instead of using tweezers. (4) heating the substance in the test tube, not clamping the test tube at the position 1/3 away from the nozzle, but in the middle of the test tube. (5) When pouring the liquid, the palm of your hand is not facing the label on the bottle, and the reagent bottle bottle cap is not placed upside down on the table. (6) When measuring liquid with a measuring cylinder, the reading method of "the line of sight and the lowest point of liquid concave surface should be on the same horizontal line" was not mastered. (7) When using the dropper, put the dropper nozzle into the test tube and contact the inner wall of the test tube. (8) Swing the test tube with your arm instead of your wrist. (9) When doing experiments, you should cover the cork of reagent bottle. (10) The dosage of the drug was too large, and it was not taken according to the principle of "minimum dosage". (1 1) At the end of the experiment, the glassware used was not cleaned and the desktop was not tidied up, which affected the experiment in the next class. For the above error-prone operations, we should concentrate on time, content and training. Mastering basic operating skills is not overnight. The error-prone operations should be repeatedly trained to achieve proficiency and flexible use. The ability test of chemical experiment in senior high school entrance examination is a reform of teaching evaluation system. Teachers should change traditional ideas, don't talk about experiments, don't recite experiments, don't write experiments on the blackboard, and don't reduce the content and time of experiments. We should not blindly pursue high scores and stifle the formation of students' scientific literacy. As a junior high school chemistry teacher, students should not only master the basic knowledge of chemistry, but also form basic chemical experiment skills in the initial stage of learning chemistry. The cultivation of junior middle school students' chemical experiment operation ability should be gradual. Gradually cultivate and improve students' ability to operate chemical experiments. References [1] Ministry of Education. Chemistry Curriculum Standard for Full-time Compulsory Education (Experimental Draft) [S]. Beijing: Beijing Normal University Press, 200 1 [2] Zheng Changlong. Teaching methods of new chemistry curriculum in junior middle school [M].[3] Changchun: Northeast Normal University Press, 2004: 232 Xu Guihua. In …