Paper Keywords: junior high school science teaching methods, strategies and methods, classroom effectiveness

Teachers should grasp their roles objectively and scientifically, and change from traditional knowledge imparting to promoting students' development. From student's learner to student's development guide; From student organizer to student learning participant. This paper is based on the teaching practice of the new science curriculum in junior high school. Promotion? With what? A tour guide? 、? Tube? With what? Quote? 、? Exploring? With what? Real? In the aspect of effective combination, this paper expounds the problem of effectively changing teachers' teaching methods and effectively improving the effectiveness of science teaching classroom. ?

The core link of junior high school science curriculum reform is curriculum implementation, and the basic way of curriculum implementation is classroom teaching. The most important thing in effective classroom teaching is to correctly grasp the role of teachers. If teachers want to practice curriculum reform and improve classroom efficiency, they must seriously consider and reposition the role of new teachers. In junior high school science classroom teaching, teachers should correctly grasp? Role? It should be changed from an authority to a collaborator; From the knowledge transmitter to the student's learning guide; From the ruler of the classroom to the organizer of the students' learning process, so as to create an equal, harmonious and pleasant teaching atmosphere, so that teachers and students can communicate extensively, inspire each other and open up their minds.

First, pay attention? Promotion? With what? A tour guide? Effective combination

1. In-depth study of teaching materials, effectively promoting students' learning.

In classroom teaching, teachers and students form a kind of? Learning * * * the same body? Communicate and cooperate with each other, learn knowledge and exchange emotional experiences in the process of communication, and promote the development of students. The so-called promotion of students' development, that is, according to the requirements of the new curriculum standards, includes how teachers help students set appropriate learning goals in the classroom, and confirm and coordinate the best way to achieve these goals; Create rich teaching and provide students with various convenient services; Establish an acceptable, supportive and tolerant classroom atmosphere; Students form good study habits and master learning strategies. Like teaching? Newton's first law? At that time, I focused on the following questions: (1) How to locate the teaching objectives? How to implement three-dimensional goals in class? (2) What are the difficulties for students to learn this part? What activities should be designed to help students effectively? (3) What is the students' initial understanding? Due to the influence of daily experience and pre-scientific concepts, Newton's first law is difficult to understand in science. High school students may not understand it, let alone junior high school students. And different students have different life experiences. (4) How to create a better teaching situation to arouse students' different views on the same issue? (5) What activities in class need students' independent participation? What activities need group cooperation? How to evaluate learning? (6) How to face everything and increase the participation opportunities of students with learning difficulties?

2. Effectively guide students' thinking, analyze phenomena and grasp the essence.

Teachers as learning? Participants? Share your feelings and thoughts with students, seek truth with students, and accurately grasp the essence of science by guiding students to analyze phenomena. For example, mastering concepts is the basis for students to learn science. The establishment of new concepts is the product of subjective thinking, which requires teachers to give full play to their leading role, and gradually inspire students to think positively by asking questions, questioning and discussing in class, gradually abandon irrelevant factors in scientific phenomena, find the key factors that form concepts, abstract and summarize essential attributes, form new concepts, and realize the leap from perceptual concreteness to abstract thinking. In this process, teachers should guide students' thinking methods and processes and abstract feature information, which is helpful to express and remember these features clearly and accurately, which becomes the premise and key for students to master concepts. Like studying? Buoyancy? I have helped students to construct the prototype of the concept through experiments: buoyancy is due to the upward force on objects in liquid. But what factors are buoyancy related to? I organize students to discuss through experiments. Students come to the conclusion that the buoyancy of an object is only related to the density of liquid and the volume of liquid displaced by the object, and has nothing to do with other factors of the object. At this time, I use the knowledge of pressure and pressure that students have learned before to let students draw the force analysis diagram of the object in the vertical direction and deduce F float =? Buoyancy formula of liquid gV row.

3. Adjust teaching presupposition in time to promote the deepening of inquiry activities.

How should teachers achieve effective teaching in course teaching? Moderator? We must put down the teacher's authority and elders' shelf in class, actively watch and listen, put ourselves in the students' actions, thoughts and ideas, keep abreast of all kinds of situations in class, consider how to guide students to learn, give them support in class, create a good learning atmosphere, adopt various appropriate methods, give students psychological stability and keep their interest in learning, and help them extract useful ingredients from all kinds of information. Once the classroom works like this, teachers create the necessary conditions for effective classroom teaching. Remember when I was in the eighth grade? Measurement of current? According to the teaching plan, I first introduced the concept of current, the direction of free movement, the direction of current, and then introduced the symbolic representation of current, the unit of current, and their symbolic representations, and so on. Then I use a switch, an electric lamp and two dry batteries in series to form the simplest circuit, and introduce the use of ammeter according to the contents in the textbook, in order to let students understand the correct use of ammeter. Because this is the first time for students to contact the ammeter, I hope that after listening to my notes on the use of the ammeter, it is correct. It is not allowed to directly connect the two poles of power supply without using electrical appliances? This kind of question raises questions so that I can further explain the purpose of ammeter. Unexpectedly, a student stood up and pointed to this series circuit and said, teacher, this ammeter is connected to the front and back of the lamp. Will it read the same? If two lamps are installed, will the ammeter readings in the front, back and middle of the two lamps be the same? ? Another student also asked: If two lamps are not connected in series, but in parallel, will the ammeter read the same? ? I see that many students seem to be more interested in these two questions. Through their questions, I know that most students have previewed the following knowledge, and they want to know the answer immediately. I don't plan to do the later experiments before class, thinking that doing experiments will affect the progress of class. But in order to keep their desire to explore, I immediately changed the original design and did the current characteristics experiment of series-parallel circuit on the spot. Judging from the situation of homework after class, changing the teaching process in time to teach with learning has a very significant teaching effect.

Second, pay attention? Tube? With what? Quote? Effective combination

1. Change teachers' indoctrination methods and stimulate students' active participation.

The junior high school science curriculum standard emphasizes: changing the current situation that the curriculum implementation puts too much emphasis on learning, rote memorization and training, advocating students' active participation, willingness to explore and diligent hands-on, and cultivating students' abilities of collecting and processing information, acquiring knowledge, analyzing and solving problems, and communicating and cooperating. For example, after learning the ecosystem, I asked the students, do you understand? Ecological balance? The concept of. In the past teaching, most of them were teachers? A word? Let the students remember the language statement. I changed my previous teaching habits and asked students to discuss the ecological balance in groups according to the characteristics of the ecosystem. In the process of discussion, you can ask the teacher directly, or you can focus on asking questions when discussing the results in groups. In this way, the classroom is no longer lifeless, and students read books, look up information and have a heated discussion. The last few groups of representatives speak, and those who disagree can directly debate. Ten minutes later, summarize the speeches of each group. Are the students basically right? Ecological balance? Understanding of the concept:? Only when the ecosystem develops to a mature stage can it reach a balance, which is understood as a stage; Ecological balance is relative balance, which is understood as relativity; The input and output of matter and energy in the ecosystem are basically equal, which is understood as balance; Producers, consumers and decomposers in the ecosystem can remain relatively stable in species and energy for a long time, which is understood as stability. ? This attempt makes students get rid of the complicated mechanical memory of explicit rules, which not only stimulates their interest and enthusiasm in learning, but also activates their tacit knowledge, and the learning efficiency of students is obviously improved.

2. Teachers should standardize and guide students to explore independently.

At present, the class teaching system for students still exists. Although the students in the same class are divided by age, the students in the same age group have different knowledge literacy and experience because of different family rearing methods, different families and surrounding environments. Therefore, teachers are right? Tube? And then what? Quote? We must catch it effectively. Teachers must properly regulate and guide students to take the initiative to participate, especially to mobilize the enthusiasm of students with learning difficulties. In classroom teaching time, teachers must have clear goals to design and standardize learning activities. Like I'm teaching? The appearance of sound and? In this lesson, let the students preview in their spare time. Take it as a group. The mystery of sound generation and propagation? According to the theme, use the equipment around you, design your own experiment, explain it to the whole class, and prepare to answer students' questions. Practice shows that students are much more interested in this learning method than teachers' teaching methods. In order to ensure the orderly and effective class, I put forward a clear division of responsibilities for each group: I emphasized the consideration of safety and time for the teachers, questioners, experimenters and other students. Therefore, under the effective guidance and management of the teacher, a lesson was completed in the learning process of students' independent cooperation and inquiry. Each group introduces their learning achievements and gains, shows their findings through experiments, and answers students' questions with their reserved knowledge. Even students who are ashamed to express themselves actively participate, some act as experimental assistants, and some are willing to collect and sort out relevant information. The capacity of the whole class is larger than that explained by the teachers in ordinary classes, and good results have been achieved.

3. Attach great importance to process teaching and encourage students to experience and explore.

In classroom teaching, teachers should encourage students to experience and explore, fully expose students' thinking process and let students learn to think; It can also correct wrong thinking, thus cultivating students' rational thinking and optimizing students' thinking quality. For example, when teaching the use of pH test paper and standard colorimetric card, I let students go through the process of scientific inquiry.

Teacher: How to compare the acidity of Sprite and dilute sulfuric acid?

Students suggest that the acidity can be determined by comparing the degree to which they turn purple litmus red. )

Teacher: What method do you think can be used to compare and express different shades of color more accurately?

The teacher's question aroused the students' thinking. After group discussion and student-student interaction, students came into being. Arrange the colors in different shades and mark them with numbers. Use different numbers to represent colors and shades? Creativity. )

Teacher: This is the standard color chart determined by scientists through a lot of experiments. The function of pH test paper is similar to that of acid-base indicator. Solutions with different pH values will show different colors. We can compare the standard color chart, and the closest color corresponding value is the pH value of the solution to indicate the acidity and alkalinity of the substance.

In the teaching of this course, students need to observe the change of color, and use it as a basis to judge whether the acidity and alkalinity of the solution are determined qualitatively by purple litmus test solution or quantitatively by pH test paper. When I drop purple litmus test solution into vinegar, the students observe the color and answer:? Purple turned to orange. Orange? Answers and textbooks? Red? There are differences, but this is the students' real feelings about color. In this regard, if adopted? Orange? Orange? Red? Tamper the experimental phenomenon into? Red? Although the handling method is simple, it can't convince students, which violates the scientific spirit of seeking truth from facts and is not desirable; What happens if the concentration of the solution is properly adjusted before class, so that the experimental phenomenon is fixed as pure? Red? It can really avoid unnecessary color disputes in class, but it still can't explain the color differences that students will inevitably encounter when measuring different acidic solutions with purple litmus test solution, which is not feasible. Therefore, my teaching is based on students? Color gradient of the same color system? This knowledge reserve guides students to experience? When purple litmus test solution meets solutions with different acidity, it will turn into various colors with different shades and colors in the red system? This not only respects the real phenomenon observed by students, but also reflects the nature of index discoloration more reasonably. Because the teaching process respects the students' discoloration of litmus? Are there shades of color? Vivid visual experience, which students naturally think of? Judging the acidity and alkalinity of the solution by observing the depth of the indicator? , the teacher's question? What methods can be used to compare and express different shades of color more accurately? ? Make the students' thinking direction clear and challenging, trigger the creative thinking process and complete it smoothly? Use different numbers to represent different shades of color? As slaves? Qualitative determination of acidity and alkalinity of solution? Arrive? Quantitative determination of pH value of solution? The migration of.

Third, pay attention? Exploring? With what? Real? Effective combination

Teachers should give full play to their creativity, strengthen the connection between curriculum content and modernity, scientific and technological development and students' life, and integrate their own experience, exploration and thinking into their own teaching design to make the classroom lively. At the same time, in the process of teaching exploration, we should pay attention to the combination with teaching practice, so that classroom teaching content is rich, teaching methods are diverse, learning methods are flexible and learning efficiency is high. Like teaching angiosperms? Double fertilization? Phenomenon, I use animation to simulate, more vivid and intuitive. In this way, students feel particularly relaxed and memorable when studying. If you're exploring again? Sublimation and sublimation? This is how I guide students to contact production and life:

Exploratory experiment: making cocktails

Teacher: Boys and girls, have we ever seen cocktails while eating in a hotel?

Health: Yes.

Teacher: Do you know how the dreamy scene in the glass is created?

Health: There is dry ice in it.

Teacher: Now let's brew a good glass of wine by ourselves.

Production process: put a piece of dry ice into a cup of drink, and the cup will be filled with dense fog immediately.

Teacher: Can students explain the scene in the cup in front of them with the knowledge of state change?

Teachers comment on students' descriptions, which effectively helps students deepen their understanding of classroom knowledge and expand their thinking.

Teacher: What other sublimation and sublimation phenomena exist in life?

Health: The fairyland on the stage is also a small water drop formed by the sublimation and heat absorption of dry ice to reduce the temperature and liquefy water vapor.

Health: Mothballs sublimate gas and are used to repel insects.

This class will stimulate students' interest in an instant through a small inquiry experiment. Where are you? Doing middle school? , in? Think about it? Learning new knowledge is no longer boring, and the answers to difficult problems become interesting. Under the guidance of the teacher, the three-dimensional goal has infiltrated quietly.

Of course, as far as the current classroom practice is concerned, because the teacher's knowledge structure has not changed, the children's study and life habits formed by family rearing patterns, the so-called performance appraisal and evaluation in society and other factors have not changed. The teacher is practicing in the classroom? Moderator? 、? A tour guide? There will be a lot of pressure and confusion in playing a role. In junior high school science classroom teaching, teachers have a long way to go to effectively change teaching methods and improve classroom teaching effect. Therefore, teachers must grasp the role to a certain extent. From a practical point of view, we should not only consider the relationship between students' family upbringing habits and the teaching methods implemented in the school curriculum reform, but also consider the consistent relationship between teachers' own professional knowledge structure and thinking mode and the intention perception of textbook writers. In the practice of classroom teaching, we should constantly reflect and improve, realize the effective infiltration from teaching theory to classroom behavior, embody our own value in the new curriculum reform with innovative spirit, and realize effective classroom teaching under the new curriculum background.

References:

[1] is high. On effective teaching [M]. Guangdong Education Press, 2004.

[2] Song Qian Qiu. The meaning and characteristics of effective teaching [J]. Research on Educational Development, 2007, (1).

[3] Liu Yanping. Change teaching concepts and teaching methods [J]. New course, 20 10, (6).

[4] Si Lianrong. Changing classroom teaching methods to improve teaching quality [J]. Academy Education, 20 10, (10).

[5] Zhang Defu. On the changes of junior high school chemistry teaching methods under the new curriculum reform [J]. Times Education, 20 10, (12).

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