1. study the textbooks carefully and be familiar with the system and content of all textbooks in junior and senior high schools. Understand what knowledge points in junior high school have been fundamentally dealt with; What knowledge points are there to deal with in junior high school, and the exercises are not completely dealt with; What knowledge points have not been dealt with in junior high school? Senior high school should broaden and deepen, and be aware of them.

2. Feel the psychological change and quality of pride rebirth.

3. Conduct diagnostic tests to understand the ideal situation of students' study.

In a word, "Know yourself and know yourself, and fight every battle". In the transitional stage, we must take effective measures to strengthen students' ideological education, restrain psychological obstacles, encourage students to think deeply about themselves and improve their learning methods, so as to change the "non-compliance" situation in learning in a short time.

Second, pay attention to convergence.

After deeply understanding the syllabus and teaching materials, understanding the basic qualities of students' thoughts, knowledge, talents and the ideal situation in their study, effective measures are taken to successfully connect chemistry teaching in junior and senior high schools.

In my opinion, to do a good job in the connection between senior high school and junior high school, we must do the following: (1) the connection of junior high school textbooks; (2) the connection of teaching methods; (3) The relationship between students' learning methods and learning psychology.

(A) the convergence of junior high school textbooks

1, the inheritance and convergence of chemistry teaching objectives in junior and senior high schools

After comparing the teaching aims and objectives of junior high school and senior high school syllabus, we can know that junior high school chemistry is an enlightenment subject in the nine-year compulsory education stage and a quality education. From the teaching materials and teaching practice, it can be seen that junior high school chemistry mainly requires students to master simple chemical knowledge, basic chemical experimental skills, simple chemical calculation and some applications of chemistry in life, consumption and national defense; Its knowledge level mainly requires students to "know what it is". Chemistry in senior high school is a higher level education based on nine-year compulsory education. Chemical knowledge is gradually becoming systematic and theoretical, and a considerable number of students should "know why" and "know why". Students should be able to use the knowledge and skills they have learned to deal with specific problems. It can also be innovated in practical application.

2. Inheritance and connection of textbook knowledge in junior and senior high schools.

The third grade textbook presents but does not require, and the high school textbook presents but requires.

The existing mode of (1) element in nature.

(2) allotrope

(3) Electronic representation of material structure

(4) Amphoteric compounds and typical amphoteric oxides

This part focuses on the fifth chapter of the textbook for senior one. When teaching this chapter, we should pay attention to supplement it, and don't let students have blank points in knowledge.

Senior one needs to deepen and improve junior high school knowledge.

(1) oxidation-recovery response

The concept of gain and loss of junior high school oxygen briefly introduces the oxidation-reduction reaction, and the concept of gain and loss of senior high school electrons essentially introduces the balance of the oxidation-reduction reaction equation and the reaction to oxidation-reduction.

(2) Preliminary knowledge of structural theory

In the third grade, the arrangement of electrons outside the nucleus is introduced with examples. The third law of extranuclear electron configuration is introduced in Grade One, and the atomic structure diagram of 1- 18 is given. The third grade only lists simple examples about "ionic compounds" and "compounds with valence of * * *", while the third grade introduces ionic compounds and compounds with valence of * * * in detail.

As can be seen from the above, the basic concepts and theories of chemistry in senior one textbooks are more perfect and close than those in junior high schools, and the understanding of students' tolerance is more scientific.

Inheritance and connection of contents and methods of chemical calculation

Calculation of solubility of (1)

Junior high school only needs to control the conversion between saturation and solute quality, solvent quality and solubility in solution at a certain temperature. The calculation of temperature change, dissolution and crystallization is an important type in middle school chemistry calculation. It is also a common test center in the college entrance examination. When you are in the first year of high school, you should supplement it appropriately.

(2) the application of "difference method"

This method is widely used in middle school foundation calculation. Junior high school students are not required to master this method. Senior one should separate the content of the new lesson and give supplementary explanations so that students can master it gradually.

Inheritance and connection of chemical experiments

Junior high school students learned the laboratory preparation methods of O2, H2 and CO2, and introduced their reaction equations and instrument installation. The method of separating CL2, HCL, SO2, NH3 and other gases in senior one laboratory is based on the echo principle. Echo device; Collection method; This is summarized from four aspects, such as matters needing attention, and extended to the general method of learning gas distribution.

Pay attention to the timing and scale of the connection between high school and junior high school textbooks. Through the connection of relevant knowledge, students can accurately understand junior high school chemistry knowledge from a higher level and try to help them learn chemistry in the future.

(B) the inheritance and convergence of teaching methods

Due to the limitation of junior high school students' knowledge level and junior high school chemistry as an introductory subject, the teaching methods of junior high school chemistry mostly adopt indoctrination explanation. When entering senior high school, teachers should grasp the transition period of students' physiology from teenagers to young people, and their learning psychology should change from "experience memory" to "inquiry understanding" to active learning. In teaching methods, we should adopt more inspiring methods to inspire and arouse students to stop learning actively and guide them to understand what they have learned in essence.

In order to carry out the teaching work of senior one smoothly, teachers should:

1. Overview of teaching materials and syllabus

Teachers should be familiar with junior and senior high school textbooks and discuss the requirements for local knowledge in the syllabus. At the beginning of the new school year, we must definitely review the content and make a review plan, so that the review content is conducive to the study of chemistry in senior high schools and to the connection between junior high schools and senior high schools.

2. Deepen the understanding of students' practice.

Teachers should stop carefully analyzing the senior high school entrance examination for freshmen, and realize that the senior high school entrance examination controls the related content of high school learning intimacy, so as to prescribe the right medicine in review.

3. Use various teaching skills to cultivate students' interest in learning and subject accomplishment.

Good interest in learning is the source of curiosity, the driving force of thinking and the key to improve the quality of chemistry teaching in senior high schools. Freshmen in senior one are in a transitional stage from immaturity to maturity. An experiment, a person, a thing and a book can arouse their enthusiasm. Therefore, in chemistry teaching, we should make full use of intuitive materials such as charts, demonstration experiments and teaching models. In order to separate the current social hot spots, let students realize that chemistry and society, chemistry and life, chemistry and economy have important connections, so as to cultivate students' interest in learning chemistry. For example, when teaching halogen, we can introduce the principle of ozone layer destruction by chlorofluorocarbons; when teaching sulfur and sulfuric acid, we can introduce environmental pollution and environmental protection policies of China; when talking about material structure, we can introduce depleted uranium bombs used by NATO in bombing Yugoslavia and their adverse effects on human beings and the environment, and so on. Let students feel that chemistry is around us and in our life. To learn chemistry well, we must have a serious and diligent attitude. Let students be fascinated by chemistry from the beginning and turn their interest in learning into motivation.

The cultivation of good habits and talents should start from the first year of high school.

The cultivation of good habits can benefit students for life. When they are in Grade One, they should pay attention to the education and cultivation of students' reading habits, homework standards and experimental standards.

The progress and cultivation of talents is the fundamental purpose of middle school teaching and the core concept of quality education. The cultivation and progress of students' talents has a step-by-step process. Different teaching contents at different stages are responsible for cultivating different talents. Teachers should seize all kinds of places to stop cultivating students' talents.

(C) the convergence of learning methods

The main ways for junior middle school students to learn chemistry are rote memorization, copying and simple simulation. This relatively mechanical and inflexible approach does not meet the requirements of high school to pay attention to talent and innovation. Senior one teachers have the obligation to guide students to improve their learning methods. The change of students' learning methods is a hard work, which requires a gradual adaptation process and must not be rushed. The problem steps laid by a pair of senior three students should not be high at once, but they should be able to get up and prevent polarization. Through patient and meticulous guidance, we should teach students to draw inferences, find similarities and laws, and gradually cultivate the agility and compactness of thinking. In the process of doing and practicing, we should explore good learning methods from time to time to adapt to the study of chemistry in senior high school.

As the ancients said, it is better to teach people to fish than to teach them to fish. Teaching students how to learn, so that students can effectively and correctly stop learning all kinds of knowledge and skills, which is to teach people to fish.