Paper Keywords: Teaching Strategies for Underachievers in Senior High School Chemistry Compulsory Module
This paper analyzes the teaching strategies of the required modules for underachievers in view of the problems encountered by teachers in implementing the required modules of the new chemistry curriculum in senior high schools.
Although the new high school chemistry curriculum has been in our province for three years, in the implementation of compulsory module teaching, the author finds that the biggest confusion of teachers is that the knowledge of compulsory 1 and compulsory 2 covers almost all the teaching contents of high school chemistry, even those who learn well have learning difficulties, not to mention backwardness. The new curriculum standard sets the three-dimensional teaching goal of "knowledge and skills, process and method, emotion and values", which embodies the transformation of the new curriculum from subject-based to student-based development, embodies the humanistic educational concept, and is conducive to the development of chemistry underachievers. As long as the evaluation concept centered on standard intelligence test is abandoned and appropriate teaching strategies and methods are adopted to educate underachievers, good results will be achieved. In view of the problems encountered by teachers in the process of implementing the compulsory module of chemistry for underachievers in senior high schools, I analyze and discuss them from the following aspects.
1. Use the intelligent characteristics of underachievers to promote chemistry learning.
Gardner's multiple intelligences system includes the following intelligences: (1) speech-language intelligence; (2) Music-rhythm intelligence; (3) logic-mathematical intelligence; (4) Visual-spatial intelligence; (5) body movement intelligence; (6) Self-knowledge-self-awareness; (7) communication-interpersonal intelligence; (8) the intelligence of natural observers. The view of students advocated by the theory of multiple intelligences is a positive view of students. Gardner believes that everyone has eight kinds of intelligence, but their combination and degree of exertion are different. Every student has his own advantages, intelligent fields, his own learning types and methods. There are no "poor students" in the school. All students are talented people with their own intellectual characteristics, learning types and development direction. The question for students is no longer whether they are smart or not, but in what ways and how. We should establish a belief that every student has a certain development potential. As long as we provide them with appropriate teaching methods, every student can become a success. As long as teachers are good at discovering the superior intelligence field of chemistry underachievers and helping students to transfer the superior intelligence field to chemistry learning, they are likely to find that these students have good expressive force in chemistry learning. For example, we can use the linguistic intelligence of underachievers to further develop their mathematical intelligence. Chemical knowledge has many and miscellaneous characteristics, and similar and related concepts are intertwined, which makes it difficult for some underachievers to remember the basic concepts, principles, chemical terms and material properties of chemistry. For these underachievers, teachers can make up a series of jingles, such as valence formula, redox reaction formula, metal activity sequence formula and so on. Develop students' language intelligence so that they can master and use language skillfully.
2. Accurately grasp the depth and breadth of the content, and stimulate the learning interest of underachievers.
In teaching practice, the biggest confusion of teachers is that they can't grasp this "degree" well. Compulsory course 1 Chapter III "Metals and Their Compounds", the outline only requires mastering some basic physical and chemical properties of metal sodium, aluminum, iron and their compounds. However, many teachers adopt "digging holes" teaching in this kind of content processing, and list them one by one. For example, when talking about sodium, sodium, sodium oxide, sodium peroxide, sodium hydroxide, sodium carbonate, sodium bicarbonate, etc. Physics of almost all sodium and its compounds. In order to solve this problem, some schools have to increase the class hours, which increases the burden on students and greatly hurts their enthusiasm for learning chemistry. To take a step back, the underachievers in senior one chemistry mainly fight for the academic level exam, so there is no need to dig so deep; Furthermore, it is very inappropriate to encourage students to take compulsory chemistry courses just for the sake of college entrance examination, which runs counter to the concept of the new curriculum.
3. Carry out inquiry learning to stimulate interest in learning.
Teachers carry out teaching by inquiry, create problem situations and provide relevant materials, which can inspire students to think positively, help students form a good way of thinking and understand the scientific methods and attitudes to form knowledge conclusions. In teaching, teachers should combine demonstration experiments with students' independent experiments, adhere to the principle of student-oriented and highlight process analysis, that is, the teaching process not only pays attention to students' mastery of knowledge conclusions, but also pays attention to students' exploration and understanding of the process of knowledge formation. Although some underachievers are not only difficult to learn chemistry, but also have poor hands-on ability and classroom self-discipline, they are still very interested in experiments. For example, based on the background knowledge of the reaction between sodium metal and water, and after doing this experiment, I suggest that iron can't react with cold water and hot water, but can it react with water vapor? Then the design points of the device are given, and experimental inquiry activities are carried out to make students' learning methods change to autonomous learning and cooperative learning. This is also an important guiding ideology of the new curriculum reform concept. Underachievers may not be able to complete the tasks assigned by teachers, so I will let top students lead and play a demonstration role until they finish independently. Through exercise, they get timely praise and affirmation again and again, and feel the truth that "hard work can succeed".
4. Teach pure theoretical knowledge to students with chemical learning difficulties in Grade One.
Although inquiry-based classroom teaching has many advantages, not all the contents are suitable for inquiry. The objective factors such as teaching material content, classroom capacity and teaching tasks determine whether this method can be adopted. The routine teaching of new concepts and knowledge needs to be contextualized, such as the concept and application of the quantity of matter, the memory of a large number of chemical equations and so on. Readers can see the editor's good intentions as long as they look at the contents of the required modules. Before the section of "the amount of substance", the editor arranged an experiment that students are familiar with-the purification of raw salt. Even students who are not good at chemistry in junior high school will feel very cordial when they see this experiment, thus narrowing the distance between students and chemistry. The knowledge point of "quantity of matter" is one of the key and difficult points in senior high school chemistry teaching, and it is an abstract concept. Learning and mastering this concept is helpful to stimulate the interest and motivation of learning chemistry. In order to make underachievers accept this knowledge point, teachers need to visualize abstract knowledge and introduce it into the subject with visual metaphors. If we buy a dozen gloves, as we all know, a dozen is twelve pairs, then this certain amount of aggregate is the amount of matter, and its unit is moles. Then, starting from daily life, the amount of material is compared with the units known by students such as meters and centimeters. "Measure the length with meters and centimeters; A unit for measuring mass in grams and kilograms. Similarly, people use moles to measure the quantity of matter, which makes students know the concept of "quantity of matter" and points out that "quantity of matter" is a physical quantity to measure microscopic particles. In short, when explaining this part of pure theoretical knowledge, the introduction and explanation should be easy to understand, close to students' life, in line with students' cognitive characteristics, and easy to guide students to build a reasonable cognitive structure.
In short, teachers should learn to be kind to underachievers in the teaching process and try to arouse their enthusiasm in an encouraging tone. Teachers' smiles and eyes will reflect beautiful images in students' minds. Let students love you and be close to you, so that you can win the hearts of students and be competent for the lofty mission of teachers. At the same time, teachers should lead by example, demonstrate to students from the students' point of view, give students the opportunity to imitate, attend classes in their favorite way, communicate in their favorite language, and create a democratic, equal and harmonious classroom culture, so that underachievers can also meet the multi-dimensional goals required by the new curriculum standards.