"Student-oriented" is the basic concept of the new curriculum reform, inquiry learning is the focus of the new curriculum implementation, and autonomous learning is a learning method that allows students to actively participate in learning. In the implementation of the new curriculum, the formation of students' autonomous inquiry learning ability depends on teachers consciously creating appropriate teaching situations according to the law of ability formation, and acquiring knowledge and skills through some corresponding main activities. The characteristic of chemistry subject is to carry out chemical experiment inquiry, so that students can "simulate" scientists to explore problems, learn scientific research methods, develop good thinking quality, cultivate students' ability of observation, thinking, operation and imagination, enable students to actively acquire knowledge, stimulate interest and cultivate innovative spirit and practical ability.
How to cultivate students' autonomous inquiry learning in junior middle school chemistry teaching?
1, looking for suitable independent research data:
According to the Chemistry Curriculum Standard for Full-time Compulsory Education (Experimental Draft) formulated by the Ministry of Education, we use the PEP version of the Chemistry Curriculum Standard Experimental Textbook for Compulsory Education (Grade 9) approved by the National Primary and Secondary School Textbook Examination Committee 200 1. In the use of new teaching materials, we always adhere to the principle of "flexible use of teaching materials according to curriculum standards" and develop and utilize the teaching materials published by People's Education Publishing House for the second time.
1. 1 Utilization and development of pictures. There are many colorful pictures in the textbook, including historical data pictures of chemical development, experimental operation pictures, experimental phenomenon pictures and data pictures. These pictures clearly and vividly show the theme and make the teaching materials more vivid. How to use these pictures? In teaching practice, in order to cultivate students' independent inquiry ability, we have changed the old habit of teachers speaking in isolation on the stage and students taking notes passively. For different pictures, let the students ask their own questions first, and then discuss in groups, discuss some problems, sort out the records and gradually form a conclusion. The learning space given by pictures is beyond the imagination of the author and the teacher who arranges the teaching materials. Students scrambling to speak will affect everyone's divergent thinking. Through the observation, discussion and analysis of pictures, students can easily form many conclusions and have a deeper grasp of the knowledge related to pictures. As soon as they see the pictures, they think of the content, break through the key and difficult points, communicate and cooperate harmoniously with each other, and create a harmonious classroom.
Exploration and improvement of11.2 experiment. There are many demonstration experiments, student experiments, family experiments and inquiry experiments in the textbook. Experimental teaching is a prominent feature of chemistry course, and the teaching materials fully highlight chemical experiments. However, some experiments in the textbook still have a lot of room for development, such as the decomposition experiment of hydrogen peroxide shown in Experiment 2-5 on page 37 of the textbook. The test tube (1) containing 5ml5% of 5% hydrogen peroxide solution was tested with wooden strips with Mars, and the wooden strips did not re-ignite. (2) After a small amount of manganese dioxide is added to the test tube, it is tested with wooden strips with Mars, and the wooden strips are re-ignited. What is the reason? In order to explore and perfect this experiment, the students in the interest group made three experimental schemes after heated discussion, and made bold explorations: the first group of students used the method of increasing the concentration of H2O2 solution, heated it with 10% H2O2 solution, and after a period of time, tested and revived the wooden strips with Mars; In the second group, 2 drops of fresh sodium hydroxide solution were added to 5% H2O2 solution, and after heating for a period of time, the wooden strips with Mars were tested and re-ignited. The third group of students improved the experimental device, and the effect was very good (see the upper left picture). On the basis of experimental exploration, after discussion, the students also put forward the following questions for further study: ① From the experiments of the first group of students, we can draw the following conclusions: What are the factors that affect the amount of O2 produced by H2O2 decomposition and the decomposition speed? ② According to the experiment of the second group of students, what is the possible function of sodium hydroxide? ③ The experiment of the third group of students verified the correctness of the students' guess before the experiment. Among them, what is the function of concentrated sulfuric acid? After this attempt, students not only enriched their experimental knowledge and improved their experimental skills, but also greatly improved their enthusiasm for learning chemistry. Sometimes the improvement of an experiment will have a lifelong impact on students.
1.3 Development and cultivation of humanities and emotional attitude. The textbook highlights students' understanding of the composition, properties and applications of some common substances around them, the microscopic composition of substances, the basic characteristics of chemical changes, the relationship between the properties and uses of substances, and the relationship between chemistry and society and technology, so as to analyze simple problems. These goals are not only conducive to cultivating students' feelings, attitudes and values about nature, materials and science, but also conducive to cultivating students' feelings, attitudes and values about society and their own development. In autonomous inquiry learning, students pay attention to the investigation and protection of local environmental pollution by studying chemistry. For example, some students take the initiative to pick up scraps of paper, peels, food bags and sorbet sticks in classrooms, corridors and campuses. Even some students stop some behaviors that damage the environment and make the campus look brand-new and very clean. Let students start from themselves, from now on, from dribs and drabs, and cultivate students' feelings of loving the motherland, hometown and campus.
2. Create appropriate independent investigation questions:
2. 1. Create situational questions to stimulate interest in learning.
Exploring questions and interests is the key to autonomous inquiry learning. Therefore, in teaching, teachers should guide students to pay attention to and experience the phenomena and problems in real life, and stimulate students' interest in learning chemistry. In teaching, we should cultivate students' innovative consciousness and spirit, and cultivate their application ability and innovative ability. Teachers and students interact, experience, explore, practice and feel in the problem situation, and realize "mutual learning between teaching and learning" in the interaction. For example, "Exploration on Candles and Their Burning", some students think that the phenomenon of candle burning is more common, and you will know the experimental phenomenon if you don't observe it. In independent inquiry learning, we set up a problem group: What shapes and colors of candles have you seen? What did you find when you lit candles before? Today, we light candles again. Please observe with these questions. What happened to the burning of candles? How many layers are there in the flame? Which floor has the highest temperature? Sometimes why does burning emit black smoke? ... through a series of unknown problem groups, stimulate students' desire to explore independently. With questions and the desire to explore, and then timely guide the observation and exploration, all students carefully observe and record, and once again successfully explore independently, it will be successful!
In the initial stage of autonomous inquiry learning, teachers should actively guide and help students to ask questions, and gradually turn to students to actively find problems and ask questions, so as to cultivate students' problem consciousness. This requires teachers to create a democratic, open and flexible teaching atmosphere and give students time and space for independent exploration and thinking. Autonomous learning is an important feature of scientific inquiry. Students take the initiative to find problems and ask questions. By actively exploring and solving problems, they can arouse students' enthusiasm for inquiry, gradually improve students' interest in inquiry, give full play to students' subjective consciousness, and realize real inquiry learning.
2.2. Close to life cases and cultivate problem awareness.
Problems are the starting point of independent inquiry and the key to any science. Without problems, there will be no ideas, methods and knowledge to explain them, so problems are the seeds of new ideas, methods and knowledge. In independent inquiry learning, we should pay attention to students' existing experience, let them feel the importance of chemistry in familiar life situations, understand the close relationship between chemistry and daily life, and gradually learn to analyze and solve some simple practical problems related to chemistry. Starting with the chemical knowledge that is closest to students' daily life, it can best cultivate students' awareness of tracing back to the source and finding problems from daily life. Let students feel that chemical problems are around you. In your daily life, let students better understand the ubiquity of chemistry: "Chemistry is everywhere in life". In the process of independence, cooperation and inquiry, students can also apply chemical knowledge to their lives through practical activities, surveys and interviews, or explain life phenomena with chemical knowledge, so as to increase their knowledge and ability in the communication between people and between people and nature.
2.3. Use classroom resources to stimulate the emergence of problems.
Teaching and learning in the classroom is a dynamic process, especially in the process of independent inquiry learning, some unexpected things often occur. In the guidance of teachers, in the exploration of experiments, in the reading of students, in the discussion of peers, and in their own induction, there are often many new discoveries. These new discoveries are classroom resources and valuable new problems. Teachers make use of the situation in the process to further stimulate students to generate new problems and explore independently, which will get twice the result with half the effort. For example, when studying the "air" section, after the experiment of red phosphorus burning in the bell jar, some students asked, can the remaining four-fifths of the gas support the combustion? This problem was not in the lesson plan originally, but the teacher did not give up, but fully affirmed the students' problem consciousness and organized students to discuss and explore in time. Finally, teachers and students found the answer to the question in the inquiry experiment. Accidents often occur in the classroom, but they contain rich exploration resources. Teachers should be good at grasping the unexpected situations in the classroom, guide the situation according to the situation, and properly organize independent inquiry teaching activities. In autonomous inquiry learning, students can find new problems from the learning process, materials, network or other ways according to their own abilities, and then explore in a more open and free way, so that students can fully discuss and summarize the corresponding knowledge. According to the strength of students' thinking ability, it is beneficial to carry out inquiry learning to carry out different independent inquiry. Timely independent inquiry, active classroom atmosphere, active students' thinking, and unexpected gains!
3. Conduct extensive independent exploration and expansion;
Organizing students to carry out independent inquiry learning after class is very beneficial for deepening and expanding students' knowledge, developing students' hobbies, protecting students' enthusiasm for learning chemistry, enabling students to study and live better, improving their learning ability and strengthening the cultivation of students' thinking quality.
The ways to carry out independent inquiry learning after class are:
3. 1 family experiment. Let the students do some small experiments with the materials around them (such as tea cups, vinegar, soda ash, egg shells, wine, candles, etc.). ) according to the knowledge learned in the textbook. Explore, observe and explain some simple chemical phenomena through small experiments.
3.2 Extracurricular reading. You can surf the Internet or go to the library to read chemists' stories, popular science books, articles on modern scientific and technological achievements, etc., so as to cultivate students' independent inquiry spirit.
3.3 Extracurricular visits and surveys. According to the teaching content, organize students to visit and inspect chemical plants, fertilizer plants, food factories, paper mills and waterworks in cities. Understand some industrial production principles and their environmental pollution, and put forward suggestions to prevent pollution. You can also investigate chemical cases in daily life, observe chemical phenomena in daily life, and make some simple independent explorations and explanations. For example, after learning the topic of "water resources protection", let students collect some knowledge about water resources protection by investigating the water pollution around them, collecting newspapers and surfing the Internet, and write a short paper on the activity process and suggestions for improving water resources protection, and then communicate with their classmates. In addition, some students are organized to conduct small-scale social experiments and social surveys. Such as "tap water hardness test", "air pollution" and "acid rain". Through a series of activities, stimulate students' interest in exploring and learning chemistry independently.
3.4 Open the laboratory. Let the students design the experimental scheme of independent inquiry first, and then carry out experimental inquiry. You can also organize chemical exhibitions and chemical variety shows, so that students can write articles, edit chemical tabloids, collect questions and entertain themselves.
Practice has proved that extensive independent exploration and expansion will help students learn to learn to do middle school and gradually form effective learning strategies suitable for them in cooperative middle schools. Encouraging students to explore independently inside and outside the classroom, and encouraging students to study independently and cooperate and communicate are conducive to broadening students' horizons, enriching their knowledge and developing their hobbies.
In today's curriculum reform, as long as we find suitable materials for independent inquiry, create appropriate independent inquiry questions, carry out extensive independent inquiry expansion, build new learning subjects, and persist in developing students' ability, students' enthusiasm for independent inquiry will naturally be aroused, students' interest in learning, study habits, learning confidence, sense of competition, cooperation and initiative will be significantly enhanced, and students' personality and specialty will be fully developed.