Criticizing students often makes their faces grow long in class. Such a teacher is certainly unpopular with students, let alone willing to learn. On the contrary, if the relationship between teachers and students is harmonious, teachers treat students as friends and treat each other sincerely and frankly, which will make students have trust in teachers, reduce the gap between teachers and students, and naturally learn with half the effort. Therefore, establishing good interpersonal relationship with students is an important link for teachers to guide teaching. Classroom interpersonal relationships should be sparse but not far away, strict but not rigid, and lively but not chaotic. In the classroom, teachers should learn to adjust themselves and be good at creating equal, democratic, fair and harmonious interpersonal relationships by using all activities in the classroom. Teachers and students trust and support each other, forming a solid teacher-student relationship. Then, teachers' teaching plans and strategies, teachers' organizational activities will be easy to carry out, students' learning and practice will become very easy, and a harmonious atmosphere will be generated in the classroom, forming a good classroom psychological atmosphere. Second, pay attention to students' independent inquiry in the classroom, and fully reflect students' status as masters.

Chemistry is a science based on experiments. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn chemistry. Teachers should fully provide students with opportunities to engage in chemical inquiry activities and help students acquire and create chemical knowledge in independent exploration and cooperative exchanges. Classroom is the main position for students to carry out research study and cultivate their inquiry ability, inquiry method, cooperation consciousness and cooperation ability.

1, changing demonstration experiment into inquiry experiment.

Chemistry teaching should not only enable students to acquire basic knowledge and skills, but also enable students to learn scientific learning methods from the process of acquiring knowledge, thus cultivating students' ability to actively explore and discover knowledge. Only through the process of scientific inquiry can we learn the method of scientific inquiry. For example, the experiment of "measuring the oxygen content in the air" is based on the principle of book experiment, and then some experimental instruments are displayed: gas cylinder, double-hole rubber stopper (with catheter and burning spoon on it), beaker, spring clip, alcohol lamp (match), some drugs: phosphorus, sulfur, charcoal, water, etc. And a scheme for measuring oxygen content is designed. Students actively discuss, but dare not try. At this time, the teacher's encouragement and inspiration were two-pronged, and some students took the stage. In different experiments, the volume of water flowing back to the gas cylinder will be different, some are just 1/5, some are finished, and some are not satisfied. In either case, students can continue to explore and find out the reasons for inaccuracy. Then further discussion: Can charcoal or sulfur replace phosphorus? Why? At this time, the students who raised their hands and asked to do the experiment were scrambling. Posted in China Paper Download Center. 2. Several problems that should be paid attention to in classroom inquiry learning. The general model of inquiry learning is "question raising-scheme design-experimental inquiry-independent thinking-discussion and exchange-conclusion summary". The following questions should be paid attention to when applying inquiry learning in the classroom: ① Pay attention to students' independent thinking, trust their learning ability since since the enlightenment, and pay attention to the development of their individual potential. Teachers should respect students' unique opinions and advocate diversification in solving problems. Diversified thinking and diverse viewpoints provide a broad space for communication between teachers, students and students. ② Discussion and communication are essential. Communication means that students express their opinions and show their thinking methods and problem-solving ideas to their classmates and teachers. The discussion and communication in class is not an isolated link, but a dynamic system. On the basis of students' independent thinking, teachers should be good at discovering the bright spots in the classroom and give them praise and affirmation in time. In the classroom, because of the differences among students, teachers should not only pay attention to the students with good chemistry scores, but should pay attention to every student and treat all students with appreciation. ③ Teachers must play the roles of organizer, participant and server. Third, emphasize the diversification of teaching methods.

There are many teaching methods. Such as: example teaching method, question teaching method, situational teaching method, game competition method, interest teaching method, autonomous learning method, inquiry teaching method and so on. Adopting diversified teaching methods is an important means for teachers to cultivate and stimulate students' autonomous learning, which can make students change from passive learning to active learning and actively participate in learning. Frequently ask questions from anecdotes in daily life to meet students' psychological needs of learning, stimulate students' interest in innovation and cultivate students' innovative consciousness. I keep exploring, trying to improve teaching efficiency with more novel and appropriate methods, such as letting students ask questions and explore by themselves. In addition, I often use various teaching methods to impart chemical knowledge and cultivate chemical skills, with good results. Emphasizing the diversification of chemistry teaching methods and using various teaching methods and learning methods flexibly in teaching practice are the basic requirements for modern teachers in the new curriculum reform. Fourth, teachers should have a sense of reflection.

For example, we can carefully review and diagnose every teaching plan we teach, draw up "medical records" of teaching and learning, analyze and communicate these "medical records", and finally find and put forward countermeasures to solve these "medical records". If you write "teaching postscript" at the back of the lesson plan, the teacher will fill it in truthfully and form a habit. After a long time, it will naturally form an effective teaching method suitable for them. Usually, you can also listen to other teachers' classes by studying, observing and communicating, and try to have a dialogue with them, learn their teaching ideas, analyze how they organize classroom teaching, why they organize classroom teaching like this, and compare it with their own classes. Through such reflective analysis, we can get inspiration and reference from the teaching art of famous teachers.

Teachers should improve their professional level and accomplishment through various methods, strive to improve their language ability, cultivate their keen insight and enrich their teaching methods.