Summary of the annual personal debriefing work of senior high school chemistry teachers (generally 7 articles) 1. In my eyes, every student is a useful material, just like a tree will blossom and bear fruit, and the teacher is the catalyst for students to bloom beautifully.
Han Yu once said in "Teacher's Theory": A teacher should preach and teach to dispel doubts. As a chemistry teacher, we should be soberly aware of our responsibility and mission, the great significance of education and how glorious it is to be a teacher.
A long time ago, Confucius said "teaching students in accordance with their aptitude". In today's information age, we should give different guidance to students at different levels in line with the responsibility and demeanor of educators, and fully maintain the purity of each student's personality in order to achieve the purpose of learning from each other. Be responsible for every student. When you are older, you are responsible for the future of the country and the nation. When you are younger, you are responsible for your parents and yourself. The work of this semester is basically over. Let me sum up my work this semester.
As a chemistry teacher, I pay attention to details and norms.
Because chemistry is a subject of both arts and sciences, and it is also a subject based on experiments. It seems simple, but it's actually complicated. Especially the experimental teaching materials of the new curriculum reform are even more confusing. If you don't cultivate students' good habit of paying attention to details, it's easy to lose points in the exam. Therefore, when doing homework and exercises at ordinary times, students should be strictly required to carefully examine the questions and standardize their answers, and they should not tolerate their own small mistakes, so as to achieve due results in the exam.
Second, we should find ways to improve students' classroom learning efficiency.
In class, I always like to use some vivid metaphors to explain some difficult truths. Some humorous language can often attract students' attention and make them willing to listen and learn well. Why not?
Third, communicate with students more after class.
If a teacher is approachable, cares about students and communicates with them more, you can learn from it what shortcomings you have in teaching and improve them. Only by making progress and improving together with students can the teaching quality be improved.
I always think that teachers mainly play a guiding role in students' learning process. Learning is every student's own business. As a teacher, we should fully trust students and take students as the main body. What we should do is to cultivate their independent thinking, independent learning ability and subjective initiative. As a catalyst for their flowering and fruiting.
Summary of the annual personal debriefing work of senior high school chemistry teachers (7 general remarks) In the second part, facing the reality that the difficulty of the chemistry test questions in the college entrance examination has increased year by year since 20xx, combined with the actual situation of the students in the class and in accordance with the unified deployment of the grade group, the teaching work was organized for one year, which is summarized as follows:
First of all, analyze the characteristics of the subject and enhance the confidence of resuming classes.
Although chemistry belongs to science, it is different from mathematics and physics. It studies the personality of matter, and its knowledge is rather messy. Moreover, most chemistry textbooks are written in narrative way, with few examples and formulas, but the calculation in the college entrance examination is increasing year by year. At the same time, the characteristics of this subject are obvious, and there are many chemical terms. In view of this, from the beginning, I put laying a foundation and strengthening my subject ability in the first place.
Second, adopt the method of combining chapters with special topics to solidly promote the review process and enhance students' ability.
Based on my years of teaching experience in senior three, combined with the actual situation of the development of senior high school entrance examination, I integrated all the contents of senior high school chemistry into 23 topics for review from the perspectives of questions, methods and knowledge. In the review of each topic, first guide students to sort out their own knowledge, and then extract knowledge points and question methods. Then, through the analysis of examples, guide students to refine the suspended knowledge and skills again, and then let students practice their feelings. Finally, guide students to summarize the knowledge, questions and methods that form each topic. In the arrangement of the overall content, I put the tool knowledge and theoretical knowledge in front, and the carrier knowledge and self-contained knowledge in the back. Through the review of this process, students no longer feel that chemistry is so chaotic, and they are no longer at a loss in the face of topics. Build a solid and complete knowledge system for students.
Third, we should be efficient in class and effective in exams and exercises.
The classroom is still the main position of review, and if you lose the classroom, you will lose the review. Grasping the classroom is the key to effective review. This puts high demands on our teachers, and I have already talked about this problem. I pay close attention to exercises and comprehensive exams in my review. I will ask students to finish their homework within a limited time according to the amount and difficulty of the questions. At the same time, we have carefully sorted or selected the topics needed for the fifteen exams organized by the grade. In the second semester, I also ordered 12 sets of chemistry problems by myself and used the time of self-study in the evening to test them. These practices fully implement the teaching.
Four, several problems worth studying
The 20xx college entrance examination has ended, and there are still some problems to be discussed in chemistry review:
1. How to build a knowledge framework and system in knowledge review, so as to improve students' problem-solving ability?
2. The selection and explanation of examples and exercises should be carefully designed, gradient and logical;
3. Pay attention to improving students' confidence and interest, establish a harmonious relationship between teachers and students, and improve classroom teaching effect;
4. Strengthen the cultivation of discipline norms and chemical calculation ability;
5, a week before the exam, can guide students to review key knowledge, important questions and important methods;
6. Comprehensive scores are very important for students' total scores in college entrance examination. It is suggested that comprehensive subjects can be arranged once a week from1February.
7. Before the introduction of the college entrance examination plan in our province next year, we should carefully study the college entrance examination questions under the new curriculum standard and make clear the direction of organizing review.
Summary of the annual personal debriefing work of senior high school chemistry teachers (7 general remarks) The third part of chemistry teaching is a subject that studies the laws of chemistry teaching. Its research object is the connection, interaction and unity between teaching and learning in the chemical knowledge system and chemical teaching process. Its central task is to enable students to master knowledge, develop intelligence, form a scientific world outlook and cultivate innovative spirit and consciousness. How to accomplish this central task in the unity of teaching and learning? Through the study of students, it is found that students are very different, mainly in three aspects: based on the original knowledge, learning methods and confidence. In view of this situation, I take the following layered teaching countermeasures:
First, the difficulty of flexible adjustment.
Teaching should adhere to the principle of teaching students in accordance with their aptitude, and must suit students' appetite and have different requirements for students at different levels. If the requirements are too high and too difficult for students to accept, they will feel tired of learning and their grades will get worse; If the requirements are too low, students will feel too simple and tasteless, will not devote themselves to their studies, and their grades will generally even fall behind. Therefore, I have different requirements for students of different levels to master the depth and breadth of knowledge, and make flexible adjustments so that every student can get a good development.
Second, strengthen method guidance.
For students with good original knowledge base, proper learning methods and strong learning confidence, the key point is to guide students to develop their knowledge vertically and horizontally, develop their thinking, and make their learning memorable; For students with poor learning methods and weak learning confidence, the key point is to guide students to develop good reading habits and adhere to independent reading, which is conducive to students' positive thinking and form good learning habits and methods.
Third, there are differences between in-class and after-class
Whether it is the adjustment of difficulty and breadth or the guidance of learning methods, it is mainly done through classroom teaching. Teachers' teaching methods directly affect students' learning methods. Classroom teaching is the main battlefield to complete the task of teaching center and the main channel to reduce students' burden and improve students' learning efficiency, so it is particularly important to improve classroom efficiency. When preparing lessons, we should adhere to the principle of teaching students in accordance with their aptitude. In view of the shortage of chemistry, we should do more experiments, connect with life, stimulate students' interest in learning from all aspects, and sometimes make proper use of courseware to strengthen teaching intuition. Pay attention to the rhythm and capacity of the classroom, give full play to the characteristics of teachers' language, form a teacher-led and student-centered teaching model, and adopt the method of teaching students in accordance with their aptitude after class.
Fourth, actively master the daily teaching procedures, so that teaching can be carried out effectively.
According to the requirements of the school, I actively and conscientiously do a good job of collecting lesson preparation materials before class, then prepare lessons collectively, and then make teaching courseware for the whole lesson preparation group to appreciate and use. At least twice a week, correct students' homework in batches, solve problems in time, comment in class in time and give feedback in time; There is at least one student experiment in each chapter, and all students are required to carefully observe and record the experimental phenomena, and carefully write the experimental report after class; Each chapter has at least one extracurricular exercise, which requires a certain knowledge coverage and a certain degree of difficulty and depth.
These are some of my practices in chemistry teaching. I will continue to sum up in the future teaching, learn from the old teachers and strive for greater progress.
Summary of the annual personal debriefing work of senior high school chemistry teachers (usually 7 articles) In a blink of an eye, one semester's work has ended. Looking back on a semester's teaching work, there are gains and many shortcomings. Let me briefly summarize my work this semester.
First, the ideological aspect.
Love and loyalty to the party's education, serious teaching attitude, solid teaching style, and strictly abide by the school rules and regulations. And can actively participate in political study, learn from predecessors with an open mind, and improve their political level.
Second, education and teaching.
I am engaged in chemistry teaching in two classes of Grade 9 this semester. Middle school chemistry teaching is the enlightenment and basic stage of chemistry education. It is necessary to lay a foundation not only for students to study related majors, but also for graduates to work and solve some practical problems. Chemistry is offered in grade three because students are required to have a certain knowledge base and learning ability. The problems I face are less class hours and more tasks. A considerable number of students have a weak learning foundation, low learning mood and a certain degree of fear of difficulties and dependence. In order to better complete the teaching tasks of this semester, I adopted the following effective methods and achieved good results.
1, to stimulate and maintain students' interest in learning chemistry.
Junior high school chemistry needs to remember a lot of knowledge, which is complicated and time is tight, so I will tell students the characteristics of chemistry from the first class and remind them to pay attention to some clever memorization methods. In teaching, the main content of each class is condensed into several jingles to help students understand and remember quickly.
2. Develop and play the role of chemical experiments.
The enthusiasm of junior high school students depends more on their interests, and their visual memory ability exceeds their abstract memory ability. In teaching, I often use pictures, models and other means for intuitive teaching. In classroom teaching, I carefully organize experimental teaching. In demonstration experiments, I guide students to learn to observe experimental phenomena, learn to observe and think in experiments, and guide students to understand the essence of phenomena and substances and their changing laws. According to the content of the textbook, organize students to carry out relevant experimental inquiry. Students are usually encouraged to make use of all kinds of materials available in life to carry out small experiments.
3. Be precise and concise, and strive to improve teaching efficiency.
In teaching, I closely follow the requirements of curriculum standards and exam instructions, use the contents of teaching materials, face all students, create situations, set questions and solve problems. In teaching, students are always reminded of the learning rules-to "read" and "practice", which is the way to consolidate knowledge. Carefully design some targeted questions, guide students to analyze and study these questions, let them practice by hand or orally, and achieve the purpose of mastering knowledge by analogy.
4. Try your best to review the unit.
The content of junior high school chemistry knowledge is complex, involving dozens of elements and compounds and a large number of chemical equations. Therefore, grasping the internal relations of these knowledge, distinguishing similarities and differences, summing up and comparing, and helping students form a knowledge system are one of the ways to improve their chemistry scores. I try my best to review every stage through every chapter in teaching; The exercises and questions are carefully selected, and the quantity and quality are reasonable. Students' homework is basically collected and corrected in time, and personal requirements and opinions are put forward in the homework. Usually, we should pay attention to cultivating excellent students and make up for poor students. For students who have spare capacity for study, we should increase the capacity and difficulty of extracurricular homework, and contact the competition questions while adapting to the test questions. For students with poor acceptance ability, be patient and meticulous, never tire of asking questions, and use extracurricular time to give them counseling.
Third, deficiencies and reflection
Due to the tight time, the later teaching is in a hurry. There is not enough contact time with students, and there are relatively few time and channels for communication with students. In the future teaching, we should contact and communicate with students more, learn to think from their perspective, and be full of confidence and trust in students. I believe that through the joint efforts of teachers and students, we can achieve better results.
Summary of the annual personal debriefing work of senior high school chemistry teachers (total 7 articles) This semester, our school has divided senior two students into classes, and there are ten classes in chemistry class. According to the situation of our students, five teachers of our senior two chemistry preparation group have achieved the expected results in all aspects according to the preparation group plan at the beginning of this semester and on the basis of paying close attention to teaching routine, in order to improve the teaching quality and make joint efforts. The specific work is summarized as follows:
1, course schedule:
Elective courses of chemical reaction principle and basic organic chemistry
The compulsory course Chemistry Elective 2 is completed, and the compulsory course 1 review.
2. The masses prepare lessons:
Adhere to the weekly activities of the lesson preparation group, prepare lessons for the masses, discuss teaching materials and teaching methods and skills together, use the wisdom and strength of the masses, improve the professional quality and potential of the teachers in the whole lesson preparation group, and effectively implement the measures to improve teaching quality. At the same time, we should unify the progress, homework, extra-curricular supplementary exercises, fix the experimental time of students, grasp the teaching routine, bring the old with the new, and let the whole group of teachers make progress together.
(1) Attach importance to students' study guidance and emotional communication, and help students build confidence and overcome difficulties. Pay close attention to two key points: class efficiency and homework quality, and insist on effective teaching.
(2) Make use of evening self-study to answer students' questions and correct them effectively.
(3) Take different strategies for different students, and strengthen accuracy training and skill training for students with good foundation on the premise of paying attention to basic knowledge; Students with secondary foundation should follow the teacher closely and implement the classroom and homework well; Students with poor foundation use their spare time to answer questions and make great efforts to implement the most basic knowledge.
3. Organize relevant training.
(1) Strengthen the targeted screening of examples, exercises and test questions, and pay attention to the individual implementation of key knowledge; Carefully arrange daily homework to be precise and concise.
(2) Make good use of the limited training time of chemistry every Friday to train students in elective courses, focusing on the mastery of what students have learned in the past week. Require each batch of reforms, solve problems in time, timely classroom comments, and timely feedback; At the same time, do supplementary exercises after class, and ask all subjects to send an extracurricular exercise to consolidate and strengthen.
(3) Organize the proposition work of unit customs clearance questions and monthly examination questions. Carefully analyze the results of regular tests, timely adjust the review plan and training materials, as well as the scope and methods of counseling.
4. Organize teachers to open public classes, and exchange opinions with each other after attending classes, so as to achieve the goal of * * * improvement.
(1) This semester, * * * organized 10 lectures and class evaluation activities in the preparation group.
(2) According to the requirements of the school, the teacher has two classes each time.
The teachers in our group not only pay attention to lectures and evaluate classes in the group, but also cherish the learning opportunities outside the school. They often send teachers in the group to attend classes in brother schools and learn their advanced teaching methods, so that the teachers in the group can make continuous progress.
5. Pay attention to the teaching and research work of teachers in this group.
This semester, our group teacher * * * participated in the special research on the causes and countermeasures of inefficient chemistry classroom teaching and wrote six papers. Teacher Li Shunyou's paper "Mining Potential Laws and Strengthening Scientific Method Training" won the first prize in the selection of regional papers, and the personal project "Research on Inquiry Teaching Mode of Strengthening Scientific Method Training in Chemistry Exercise Teaching" won the first prize.
In the teaching process, environmental protection teaching should be carried out with heart, so that students can establish environmental awareness.
Summary of the annual personal debriefing work of senior high school chemistry teachers (7 general remarks) The first semester of 20xx is coming to an end. This semester, according to the review plan and the test center requirements stipulated in the 20xx exam, I basically successfully completed the review teaching task of this semester. And two weeks before the first adjustment, guide students to review in an organized, planned and step-by-step manner, and do a good job of checking and filling gaps. Looking back on this semester's teaching work, I have benefited a lot from some practices and experiences. Now I will make the following reflections and summaries on the work of this semester in order to make greater and more improvements in the new semester:
First, strengthen the study of basic knowledge and attach importance to the teaching of basic concepts.
Teaching the basic concepts of chemistry is very important for students to learn chemistry well. In teaching, I not only pay attention to the scientific nature of concepts, but also pay attention to the stage of concept formation. Because the concept is gradually developing, we should pay special attention to the principle of persuasion, from the shallow to the deep. For some concepts, we can't completely reveal their meanings at once, nor should we absolutize some preliminary concepts. Try to be easy to understand in teaching. By reviewing, analyzing, comparing, abstracting and summarizing the experimental phenomena and facts, students can form the essentials and pay attention to guiding them to apply the concepts they have learned in their study and practice, so as to deepen their understanding of the concepts and improve their ability to use chemical knowledge.
Second, reflect the characteristics of the subject and strengthen the teaching of chemical terms.
Chemistry has its own characteristics. Element symbols, chemical formulas and chemical equations are chemical terms used to express the composition and change of substances, and are the key and basic tools for learning chemistry. In teaching, I let students learn the corresponding chemical terms through the combination of physical objects and chemical reactions, and connect the corresponding physical objects with chemical experiments and scenarios through the combination of chemical terms. This will help students remember and deepen their understanding of the meaning of chemical terms. We should also pay attention to the decentralized teaching of chemical terms, and let students gradually master the importance of learning chemistry through lively and interesting learning activities and planned exercises.
Third, pay attention to the teaching of knowledge of elemental compounds.
The knowledge of elemental compounds in Chemistry I and Chemistry II is very important for students to lay a good foundation for chemistry learning. In order to let students review the knowledge of elemental compounds, we should pay attention to close contact with practice, strengthen intuitive teaching and experimental teaching, let students contact with physical objects more, do more experiments and increase their perceptual knowledge. Take various ways to help them remember the important knowledge of elemental compounds on the basis of understanding. After the students have gradually reviewed some knowledge of elements, I will pay attention to guiding students to understand the internal relationship between the knowledge of element compounds, and let them know the relationship between the properties, preparation methods and uses of element compounds, and pay attention to strengthening the guiding role of basic concepts and principles of chemistry in learning the knowledge of element compounds.
Fourthly, according to the characteristics of the subject, strengthen the review of experimental methods in the principle part.
Chemistry is a subject based on experiments. Experimental teaching can stimulate students' interest in learning chemistry, help them to form concepts, acquire knowledge and skills, cultivate their observation and experimental ability, and also help to cultivate a realistic and serious scientific attitude and scientific learning methods. Therefore, strengthening experimental teaching is an important link to improve the quality of chemistry teaching. Try to reproduce chemical experiments in the teaching of each class. In my teaching, the preparation before class is very full, and the demonstration experiment phenomenon is very obvious and the effect is good, so that the whole class can see it clearly; By redoing the experiment, the students are demonstrated from a scientific attitude and standardized operation, which inspires and guides students to rise from vivid perceptual knowledge to abstract thinking, and collects forgotten knowledge points from the memory. According to the experimental equipment of our school, I changed some difficult experiments into some simple and easy experiments, or changed some experiments, or did some selected experiments properly. At the same time, encourage and guide students to do some small family experiments, and further stimulate students' enthusiasm and inquiry spirit in learning chemistry. I also strictly ask students to guide them to carry out the experimental operation correctly step by step and draw the correct conclusion.
In short, through continuous study, summary and reflection this semester, my teaching philosophy and teaching methods have been greatly improved, but as a young teacher, I still need to continue to redouble my efforts to improve in order to better adapt to the round of review teaching after the new curriculum reform!
Summary of Senior High School Chemistry Teachers' Annual Personal Debriefing Work (General 7 Articles) Seven Articles Time flies, Time flies. With the end of the 20×× year college entrance examination, our work has come to an end. In this year, I continue to experience the hardships and happiness of being a teacher, and continue to dedicate my enthusiasm and vitality to the education I love and to every student. As the saying goes, "No pains, no gains". Looking back on the teaching work of senior three, I have some enrichment and some feelings. Let me sum up my work this year.
First, study the exam outline carefully and grasp the review direction.
Examination outline is the basis of proposition, and it is also the basis for reviewing and preparing for the college entrance examination. Therefore, I first carefully studied the examination outline, and made clear the key knowledge points and test sites, examination types, the difficulty and proportion of each unit, and the grade requirements of examination ability. Secondly, combined with the structure, types, test methods and ability requirements of chemistry test questions in Ningxia college entrance examination in 2008 and 2009, the review ideas were clarified and the corresponding review plans were formulated. The third review material was selected reasonably and pertinently after careful screening by all the teachers in the senior three preparation group.
Second, high standards and strict requirements.
As the saying goes, "strict teachers make excellent students." The accuracy and standardization of the writing and expression of chemical terms determine the success or failure of the college entrance examination. Therefore, five minutes before each class, we arrange to check ten chemical terms. At first, I set the qualification standard at eight, and most students will check five or six. Later, I changed the eligibility criteria to OK, which seemed a bit harsh, but at this time, most students would treat seven or eight students, and I would give them some small punishment. For those students who make more mistakes individually, I will let them find me one by one. Strengthen the standardized training of chemical terms and written expressions, and strive to avoid losing points caused by non-intellectual factors.
There is also an unwritten rule in our class, that is, if you don't bring books or papers to class, I will punish him for copying what he said today. If he says he didn't bring them, he will be punished twice. The origin of this rule is in the first year of high school. I found that some students always forgot to bring books or papers or didn't want to find them, so I thought of this simple method. At first, they resisted, because these regulations restricted some bad behaviors that they were used to, but over time, with the change of habits, they gradually realized my good intentions and formed good study habits.
Third, be precise and concise, and improve the review efficiency.
The classroom is still the main position of review, and if you lose the classroom, you will lose the review. In order to achieve the best review effect in a limited time, only scientific methods can be adopted. Therefore, when preparing lessons collectively, we will carefully select a large number of exercises together, "taste all kinds of herbs, and make every effort", and strive to achieve the goal of seeking less from more and seeking Excellence from less.
When I explain the exercises in detail, I will classify the exercises in advance, and then choose typical questions to focus on the explanation and analysis, which can not only make up and improve the knowledge, but also draw inferences from other examples. For each exercise, it is not necessary to finish everything, but to think further: what is the test site of the topic, what is its essential feature, and is there any other better solution? Only in this way can we cultivate good thinking quality.
In class, students should be given more time to really do it, experience the happiness of teacher-student interaction, and master the knowledge of review in a relaxed atmosphere. All along, my biggest headache is that students have talked about knowledge points many times, and the error rate is still very high. When I communicate with them, my classmates will say that I understand them very well in class, but when I really do it myself, I have no idea. In fact, students only pay attention to listening in class, without the process of digestion. Therefore, I will leave five minutes in each class for students to review and summarize what they have learned, which is very helpful to my teaching and will get twice the result with half the effort.
Fourth, summarize in time and implement reflection.
Under the guidance of the teacher, the important task in the review stage of senior three is to summarize and sort out the corresponding knowledge of each part according to its internal relations, and string scattered, chaotic and knowledge into a network and incorporate it into its own knowledge structure, thus forming a systematic and complete knowledge system. So I ask each student to prepare a classroom notebook, and I will check it regularly.
In order to cultivate the habit of thinking after solving problems. I ask that after each problem, I should review the process of solving the problem, and examine whether my solution and method are appropriate, whether the process is correct and reasonable, whether it can be optimized, whether the language expression is standardized and whether it is logical. Long-term persistence can grasp the whole picture of chemical problems and the memory law and relationship of chemical knowledge and its application.
After each exam, I will count the failure rate of each question, so that students can stop and think about whether their review is effective, whether their knowledge and skills have been consolidated and deepened, and what problems are there, so as to suit the remedy to the case and improve themselves in future review. The common ways to correct mistakes in review are: one is to mark the wrong questions on the test paper and write comments next to them. The second method is to prepare a notebook with wrong questions, from which I can extract the wrong questions that I feel the most, find the source and prevent mistakes. The third way is to restore the error correction to the textbook, mark the error correction points with pens of different colors at the corresponding points of the textbook knowledge points, and mark the position, source, reason and simple analysis of the error correction topic at this point. After each exercise or examination, students are required to reflect and correct in time, find out the root of mistakes, and constantly eliminate doubts and blind spots in chemistry review. Strive to make students "ensure that what they will do is right and what they miss is no longer wrong" in the review process.
Fifth, optimize test psychology and enhance learning self-confidence.
Solving problems requires knowledge, strategy and mentality. In the usual training, we must embody the training idea of "college entrance examination at ordinary times, college entrance examination at ordinary times" and put students in a simulated environment. So for the usual homework, I will ask students to finish it within the specified time, and then I will grade the exercises. When correcting homework, I will not only approve right and wrong, but also approve scores. After a long time, it will naturally reach the realm of "usually training as a big exam, and the big exam is naturally a quiz", and students' mentality will naturally be peaceful in the college entrance examination.
As a subject, the time spent with students is limited, so in order to establish good communication with students, I often go to class to answer questions at noon. If no one asks me, I will chat with my classmates with poor grades and ask him about his recent study and what difficulties he has encountered. Encourage him in time and tell him that as long as he studies, he will gain something and enhance his self-confidence.
This is my work in teaching this year. In short, the review of senior three is a systematic project. How to improve the efficiency of review, we must lay a solid foundation, improve our ability and pay attention to method training. In the review, we should be targeted, strengthen the pertinence of review, and grasp the direction of review.