Reflection on Chemistry Teachers' Teaching in Senior High School (1)
The general review of senior three chemistry is a very important period for middle school chemistry learning, and it is also an important stage to consolidate the foundation, optimize thinking and improve ability. The effect of the general review of chemistry in senior three will directly affect the results of the college entrance examination. The teaching work and thinking in the past year are summarized as follows:
First, study the information and look at the direction.
How to carry out the general review of chemistry, and what is the purpose and task of the review? This is the first problem faced by students who have just entered senior three. In order to solve the real problem, we must study some materials, understand the potential guiding role, see the direction of review, and lay the foundation for completing the character review.
1. Looking at the chemistry examination questions in the college entrance examination every year, we can find that one of its outstanding characteristics is continuity and stability, and always keep the principle of seeking change in stability.
2. Pay attention to the changes of new textbooks and new curriculum standards. Compared with the previous textbooks and curriculum standards, the new textbooks and curriculum standards used now have undergone great changes.
3. Be familiar with the exam instructions. Is the exam description the basis of the college entrance examination, or is it a chemistry review? Main program? Not only reading, but also in-depth study can make clear the guiding ideology, examination content, examination questions, depth of difficulty and proportion, and the level requirements of examination ability of the college entrance examination proposition.
4. Rational use of other materials. In addition to the college entrance examination questions, teaching syllabus, new curriculum standards and basic requirements of chemistry teaching, there are many ways and methods to obtain information, such as various professional magazines, famous school questions, network information and so on.
Second, grasp the outline and straighten out the relationship.
Entering the chemistry teaching of senior three, it is easy to walk into the strange circle of general review: infatuation? Review the materials and indulge in them? Topic sea? . Although a lot of time and experience have been invested, the results are little and not good. In this regard, we must keep a clear head in the process of chemistry teaching in senior three, and strive to achieve the following relations.
1. The relationship between textbooks and review materials.
Choose a set of review materials as the main reference book for organizing knowledge and exercises. In the review process, we should return to the textbook at any time, find the foothold and extension of the knowledge in the textbook, and constantly improve and deepen the chemistry knowledge in middle school.
2. Pay attention to the relationship between foundation and cultivating ability.
Foundation and ability complement each other. Without foundation, ability lacks the soil to take root and sprout. Therefore, one of the primary tasks of chemistry general review is to comprehensively and systematically review the knowledge and skills of middle school chemistry.
3. The relationship between chemistry and other disciplines.
Chemistry is an important basic natural science, which is closely related to all aspects of mathematics, physics, biology and even social development. There are not only mutual integration and infiltration of knowledge, but also the same, similar or mutually beneficial ways to analyze and deal with problems.
4. The relationship between practice and review efficiency.
Through practice, strengthen memory, master knowledge skillfully, find out existing problems, make up for weak links, expand the application scope of knowledge, improve ability, and thus improve review efficiency.
3. Think more and improve your ability.
The scope of the general review of chemistry is limited. In order to achieve the best results in a limited time, we can only adopt scientific methods, think more and think better.
1. Read the textbook carefully and choose words carefully.
Systematic review should focus on the teaching materials from beginning to end, paying attention to the comprehensiveness, emphasis, accuracy, relevance and application of knowledge. Review the knowledge and skills of middle school chemistry one by one; Read the key knowledge in the textbook repeatedly, understand it deeply, and form a knowledge structure from point to surface; The understanding, application and description of chemical knowledge should be scientific, accurate and comprehensive, such as the standardized use of chemical terms, the correct and comprehensive expression of experimental phenomena and operational points. The relationship between knowledge and its causes and consequences.
2. Learn to reflect and improve your ability.
In the process of reviewing, especially after finishing exercises, unit exams and large-scale exams, you should always look back and stop to think about whether your review is effective, whether your knowledge and skills have been consolidated and deepened, and whether your ability to analyze and solve problems has been improved. We should be good at knowledge review and problem-solving training according to students' reality, rather than simply answering exercises. We should think further: what is the content of the problem, what is its essential feature, and is there any other better solution?
Reflection on Chemistry Teachers' Teaching in Senior High School (Part Two)
I. Overview of Chemistry Review Class in Senior Three
At present, the common practice in middle schools in China is to complete new teaching in three years and two years, and review in one year. Usually, a school year's chemistry review is divided into three stages. The first stage is to review and sort out the knowledge points according to the textbook order (about 4 to 5 months), the second stage is to review the key and difficult points of high school chemistry (about 2 months), and the third stage is comprehensive practice and simulation training (1 month). Each stage will be supplemented by a lot of exercises and tests, many of which are repetitive exercises.
Of these three stages, the first one takes the longest time. With what? Fried cold rice? It is common to have a round of review in a new way. In this round of review, teachers usually help students sort out what they have learned. In class, teachers explain knowledge points, explain examples, organize dictation and test of chemical equations, and students attend classes, fill in the class plan and do exercises. This kind of classroom often has no real interaction between teachers and students, no chemical experiments, no reality and vividness? What's the situation .
Second, some problems about the efficiency of chemistry review in senior three.
The status quo of the above review, especially the status quo of a round of review, is boring for teachers and students, but what about many teachers? Helpless? And then what? Really? Do it quietly because I think it is? Effective? ,? Must? Yes The following are some general views and the author's doubts.
1. Mastering basic knowledge is the premise of comprehensive application, so it is necessary to sort out the knowledge points.
There is nothing wrong with comprehensive application only on the basis of mastering basic knowledge points, but there are several points worth considering: ① Can teachers sort out and summarize knowledge points instead of students? Can students effectively promote the understanding and review of basic knowledge just by filling in the lecture plan and memorizing chemical equations? Judging from the present situation of many chemistry review classes in senior three, it is usually that teachers prepare lessons very hard and speak very hard, and students are listless and rely on willpower to maintain their studies. Teachers' oral efficiency is different from students' learning efficiency. Learning is irreplaceable by others. The enthusiasm of students has not been mobilized, and everything is efficient? Zero? . (2) Must the work of reviewing knowledge points be completed with the help of the teacher in class? As a senior three student of seventeen or eighteen, I have learned all the knowledge points, and I am fully capable of sorting out and reviewing them by myself, and the process of sorting out is also a process of understanding the relationship between knowledge framework and knowledge. The substitution of teachers for students seems to be time-saving and efficient, but in fact it deprives students of the opportunity to think. The classroom where teachers and students study together should be used to complete more challenging and valuable learning tasks.
2. The three-dimensional goal of the new chemistry curriculum in senior high school is empty in the review class of senior three, and at least the goal of knowledge and skills should occupy an absolute dominant position.
The evaluation form of paper-and-pencil test of standard answers has really strengthened the training of knowledge points and exercises. But the main body of learning is students. Without emotional mobilization and active participation, how can we achieve the goal of knowledge and skills? Do we pay more attention to the knowledge itself, such as the review of knowledge points and the integrity of the knowledge system, while ignoring the learners themselves? Should knowledge-based review classes be transformed into adult-based review classes?
Third, some strategies to improve the efficiency of senior three review classes
1. Thematic teaching design keeps the review class fresh.
The freshness of the review class comes from the reorganization and integration of the review content. It is not suitable to review separately according to modules like Protestantism. How to integrate? It should be feasible to find a topic and set a series of questions related to each module. For example, after reviewing the properties of sodium, the following problems are designed: put metal sodium into a small beaker containing the following solutions, which are both gas and precipitate: magnesium sulfate solution A, sodium chloride solution B, sodium chloride solution C, sodium sulfate solution D, saturated clarified limewater E and calcium bicarbonate solution. Through this problem, we can get the reflection of sodium and soluble salt solution: when sodium is put into salt solution, the reaction between sodium and water should be considered first, and then the influence of the reduction of 1 and water on the quality of solvent should be considered from the following aspects; 2. Whether the generated sodium hydroxide reacts with salt; 3. The requirements of the generated hydrogen for the device; 4, the reaction exothermic, the influence on the experimental environment or the influence on the solubility of solute. This involves the understanding of the nature of the reaction in the reaction system, the influence of reaction heat and temperature on solubility, and the relationship between solute and solvent.
2. Review class should go beyond the understanding of specific facts and think conceptually.
The concrete facts of chemistry are very complicated, which is why middle school students find chemistry difficult to learn. Previous review often pays more attention to mastering the facts (material properties, specific reactions, chemical concepts, chemical principles, etc.). ), but neglected to cultivate students' ability to transcend the understanding of specific facts and carry out deep conceptual thinking. An efficient chemistry review class should shift the focus of teaching from memorizing facts to understanding deep concepts on the basis of facts. Because deep understanding is necessary for further study and development in the future.
For example, after reviewing the reaction between sodium and water, the following questions were designed: put a small piece of sodium into three small beakers filled with water A, ethanol B and dilute sulfuric acid C respectively, and the order of reaction speed from fast to slow is? Explain the different reaction rates? The essence of the reaction between sodium and the above three substances is the substitution reaction between sodium and H+, and the concentration of H+ determines the reaction speed. The concentration of H+ can be known from the ionization ability of three substances, so as to solve it. How complicated the real chemical reaction system is! Here, the understanding of the nature of the reaction system and the comprehensive consideration of the problems in the complex system are deep thinking beyond the specific chemical facts, which has a great influence on whether students can deal with unknown new problems in the future and should become a thinking habit.
In a word, education is ultimately for people's development, and pleasant learning experience is very important for people's healthy development, especially lifelong learning and sustainable development. We seem to put more emphasis on hard work and ignore the fun of learning. The three-dimensional goal of the new curriculum is harmonious and unified. We can't ignore emotional experience and understanding of process methods, and go straight to the goal of knowledge and skills. Because the evaluation of college entrance examination is a paper-and-pencil exam, the chemistry review in senior three is more likely to make teachers have an illusion: rushing to review and having a clear goal is efficient teaching. This mentality of quick success and instant benefit will make our students lose too much: the fun of learning, deep thinking, communication and listening, and hands-on inquiry. The result can only be haste makes waste, which is extremely harmful to the future development of students. Such efficiency can only be inefficient or even ineffective.
Reflection on Chemistry Teachers' Teaching in Senior High School (3)
First, be an effective executor and builder of the new curriculum.
(1) Highlight? People-oriented? Values.
1. Life world? As the scope of chemistry course content. Show students the life experience of human groups and put it in the students' life world to organize the production of chemistry? Enter the student's? Life experience? And then what? Experience the situation? . For example, students ask why polished aluminum lunch boxes turn black after steaming for several times. Through heated discussion, the students deeply understood the slow oxidation of metals.
2. Construct the meaning of life through students' reflection and creative practice. Because the content provided by the course is related to the life experience of human groups and individual students? Life experience? And then what? Experience the situation? Related content. These contents are often not obtained by indoctrination, but need to be understood by reflecting on human living conditions and individual lifestyles. Therefore, in my usual teaching, I don't just understand the curriculum as something or text about educational content, but dynamically understand the curriculum as an activity and process for students to explore the meaning of life through reflective and creative practice. For example, through the exploration of combustion conditions and phenomena, students are more interested in learning chemistry, have a deeper understanding and application of chemical knowledge, know how to make combustible substances burn fully, and how to use fire and extinguish fire safely, which greatly improves the learning level of chemical knowledge.
3. Implement classroom teaching on the basis of understanding, experiencing, reflecting, exploring and creating. In the usual chemistry teaching, we don't regard students as the recipients of book knowledge, but pay attention to the relationship between students and courses, and pay attention to basic activities such as understanding, experience, reflection, exploration and creation. For example, students learned about the changes of local water resources in the past 30 years through social surveys and interviews, and where did they get the information about local water resources? Okay？ Contaminated by industrial production? Is being comprehensively managed? First-hand information, reflect on how people live in harmony with nature, reflect on the living conditions of human beings, and consciously be the protector and propagandist of water resources. ? For the development of each student, let each student's personality be fully developed? This is a very important curriculum concept at present, and it is the fundamental foothold for a chemistry teacher to design and implement classroom teaching.
(2) advocate the change of learning style? Actively promote? Autonomy, exploration and cooperation? Type learning.
In teaching, we have changed the original teaching method of inculcating according to the content of teaching materials, strengthened experimental teaching, actively created conditions for students to carry out chemical experiments and inquiry activities, and emphasized independent, inquiry and cooperative learning. Highlight the cognitive activities such as discovery, inquiry and research in the learning process, so that the learning process is more of a process in which students discover, ask, analyze and solve problems. For example, students conducted a week's extracurricular independent exploration activities, compared the corrosion rates of iron products in different media, and then conducted extensive exchanges and discussions, and obtained the factors affecting the corrosion rate of iron products, looking for ways and measures to prevent and slow down the corrosion of iron products. Students learn knowledge more flexibly and understand knowledge more deeply.
(3) Try to apply new evaluation? Value-oriented development? And then what? Diversification? .
Encourage students to think personally in teaching, and try to use diversified evaluation forms such as student growth portfolio, small thesis, defense and various small productions. Attach importance to the active participation and self-evaluation of the appraisee, and let the appraisee learn self-evaluation. Pay more attention to the reevaluation of evaluation itself, make evaluation an open and continuous behavior, and ensure the continuous improvement of evaluation itself. For example, organize students to hold a chemistry party, each student performs an interesting experiment, and the students are judges, so that students can have a sense of accomplishment and enjoy the joy of success.
Second, teachers' teaching behavior has changed greatly.
(A) Teaching philosophy: the change from unified specification education to differentiated education? Establish the consciousness of personality education.
In teaching, I am committed to? Lay a good foundation and promote development? . Promoting students' development does not mean that every student and every aspect develop equally according to unified norms. If there is no model for preparing lessons, different methods can be used in class, there is no ruler for exams and no standard for evaluation. The basic viewpoint of quality education for students with differences but without differences is established. The difference in treating students is not only to measure students by one measure, but also to ask students to learn from teachers everywhere without making mistakes. But to understand students' individual differences, grasp students' personality characteristics and teach students in accordance with their aptitude.
(B) Teaching objectives: from imparting knowledge as the center to cultivating ability as the center? Establish a sense of curriculum objectives.
What is instructional design? Give knowledge? Turn? Cause activity? . Enable students to gain self-confidence, scientific attitude and rational spirit in their study. It has completely changed the situation of overemphasizing learning, rote memorization and mechanical training in the previous curriculum implementation, established the awareness of curriculum objectives, advocated students' active participation, willingness to explore and diligence in hands-on, and cultivated students' abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating.
(3) teaching relationship: by? Promoting learning by teaching? Where to? Learning as teaching? Change? Establish the subject consciousness.
1. Students have enough time to participate in the training in class, and let all students participate in the teaching activities as much as possible, so that all students can use their brains, move their mouths and do their hands and participate in substantive teaching activities.
2. Create problem situations, let students take the initiative to explore with questions, and realize the truth and draw conclusions under the guidance, inspiration and inspiration of teachers.
3. Encourage students to think independently, dare and be good at questioning and asking questions, and seek answers by themselves, so as to cultivate students' subjective spirit and sense of social responsibility.
(D) Cognitive activities: From the result-oriented teaching to the teaching process, a sense of training has been established.
Do students often experience learning activities? (concrete) perception? (abstract) generalization? (practical) application? The cognitive process of. Therefore, I try my best to reveal the occurrence process of knowledge and the thinking process of knowledge in teaching design. For example, when I was studying the composition of air with my students, I quoted a large number of chemical historical materials to show the inquiry process of discovering the composition of air.