90% of the school's educational activities are carried out in the form of classroom teaching, and the study of classroom teaching mode is an important subject that must be reformed in education and teaching. Chemistry in junior high school is a part of nine-year compulsory education. It is very important to study the classroom teaching mode of chemistry in junior high school today when promoting quality education, enlightening students' thinking and cultivating students' ability.
First, study the necessity of classroom teaching mode
2 1 century education should be quality education, educating students to learn to survive, learn to learn, and learn to care. Chemistry education should not be limited to the teaching of chemical knowledge, but should be about the extensive application and social value of chemistry, and should actively adapt to the needs of the diversity of interests and purposes of the educated. Especially junior high school chemistry belongs to the compulsory education stage, which is the basic education stage of chemistry. We can't just care about the improvement of the theoretical level of chemistry courses. Academic issues such as subject knowledge system also pay special attention to many chemical problems in social life, such as water, food, environmental protection, energy and materials, resources and so on. Junior high school chemistry is a starting subject with only one academic year. Due to the influence of many factors, such as senior high school entrance examination time (including pre-selection), scores, school conditions and so on, junior high school chemistry teaching time is short, the task is heavy, the adaptation is slow, the difficulty is great, and the teaching effect is not ideal. Studying the chemistry classroom teaching mode in junior high school, carefully designing and selecting a certain teaching mode, and carefully designing and selecting a certain teaching mode are conducive to giving full play to teachers' creativity, mobilizing students' learning enthusiasm, and teachers and students jointly completing teaching tasks.
Second, the classroom teaching model
There are three views on the teaching mode in China. First, it belongs to the category of methods, and thinks that teaching mode is the synthesis of teaching methods or various teaching methods; The second is the teaching mode, that is, various teaching methods show different spatial structures and time series under specific time, place and conditions, thus forming different teaching modes; Thirdly, the teaching mode is a subjective choice made by people under the guidance of certain teaching concepts. Based on various understandings, the teaching model we want to study is the structure of the teaching process. Under the guidance of teaching theory, the teaching links are designed according to the teaching objectives, and the corresponding teaching strategies and measures are matched to transform the teaching mode into the junior middle school chemistry classroom teaching mode.
Third, the basic structure of classroom teaching mode
The framework and main process of classroom teaching model research;
teaching method
Teaching objectives, teaching models, teaching strategies and teaching evaluation
1, teaching theory and teaching thought
Any teaching mode is based on a certain teaching theory or concept. Teaching theory and teaching thought determine the choice of teaching links, teaching strategies and applications, and clarify the direction of teaching evaluation. It can be considered that the teaching mode is a simplified form of teaching theory.
2. Teaching objectives
Teaching goal is the standard of teaching activities. Teaching goal is the core element of teaching mode, which restricts teaching strategy, teaching process and teaching evaluation. Restrict roles correctly. To set the teaching goal correctly, we must first change our ideas, strengthen our reform consciousness and establish a correct view of talents. Educate students to become socialist successors with ideals, morality, education and discipline; Educate students to have a sense of social responsibility; Teach students personality, physical and mental health, and have cooperative consciousness and ability; Teach students to be independent, have innovative consciousness and ability, and become the master of learning; Educate students to love the socialist motherland and the cultural traditions of their own country and nation.
3. Teaching procedures
Teaching procedure is the sequential structure of teaching activities, which determines what teachers and students should do first, then what they should do and what teaching tasks they should accomplish.
4. Teaching strategies
Teaching strategy is the principle of serving teaching and embodying teaching means and methods in teaching activities. Teaching strategies determine the way, method, task, status and teacher-student relationship of teaching activities. Teaching strategies can generally be divided into teacher strategies and student strategies. Teaching strategies can generally be divided into deductive reasoning, inductive reasoning, associative reasoning, analogy transfer, hierarchical progression, image metaphor, imitation operation, independent inquiry, incentive support, teacher-student cooperation and so on.
5 Teaching evaluation
Teaching evaluation is a measure of the effect of teaching activities. Teaching evaluation is teaching-centered, based on teaching procedures, teaching strategies, teachers' quality, teacher-student activities, teaching effects, etc. It is necessary to evaluate not only teaching and learning, but also the application of classroom teaching mode.
Introduce several classroom teaching modes
First, the guidance-inquiry teaching mode
1, teaching theory Bruner's discovery learning theory holds that cognition is a process, not a product. Ausubel's assimilation theory holds that the interaction between old and new knowledge in students' cognitive structure leads to the assimilation of old and new knowledge, which not only makes new knowledge meaningful, but also gains new meaning because of modification. Teach students to learn through guidance-inquiry.
2. Functional objectives Cultivate a scientific attitude of seeking truth from facts, develop the spirit of inquiry, and stimulate creativity and sustainable development. Cultivate students to learn the scientific methods of consulting, analyzing, measuring and processing data.
3. Interest in the teaching process-material problems-selection, hypothesis, verification-comments and conclusions.
4. Teaching strategy The teaching strategy is hierarchical and progressive, and the learning strategy is independent inquiry.
5. The intrinsic motivation of teaching evaluation: the acquisition of direct experience; Knowledge is only the formation of structure; Cultivation of thinking ability.
Two. Tutoring-autonomous learning teaching mode
1, teaching theory Modern teaching theory holds that the emotional limbic system of the brain is the door to lasting memory, which stimulates emotions and melts what has been learned into memory.
2. Functional objectives regulate the learning process and realize effective learning; Gradually develop from the aspects of perception, understanding and memorization, so as to achieve the implementation of the two basics and the improvement of knowledge and skills.
3. Teaching procedures
Theme Emotion-Target Reading Thinking-Questions, Discussions and Queries-Feedback and Comments
4. Teaching strategies Teaching strategies: creating situations, activating thinking, organizing discussions, evaluating incentives; Learning strategies: knowledge coding, effective memory, collective effect and creative thinking.
5. The diversification of teaching objectives in teaching evaluation, the change of students from "learning" to "learning", and the detection of learning results.
Hefei junior middle school compulsory education chemistry classroom teaching mode card
Designer: Zhu Shixian
School: middle school affiliated to annong university
Chapter 5, Section 4, Laboratory Preparation of Carbon Dioxide
1. theoretical basis: the process of students learning knowledge follows the law of "from perceptual to rational, from surface to inside, from shallow to deep, from here to there".
Teaching thought: 1, "Teaching is the leading factor and students are the main body." 2, according to people's understanding of the law, according to the class students' age and knowledge level.
Functional goal: fully mobilize students' enthusiasm and initiative in learning chemistry, develop students' intelligence and cultivate students' self-learning ability (reading, observing, thinking, imagining and operating chemical experiments).
Third, the implementation conditions: 1, students have obtained the preliminary knowledge of hydrogen and hydrogen laboratory preparation, and have had the preliminary practice of doing experiments; 2. The textbook in this section is written in the mode of computational theory to facilitate students' self-study.
3. The demonstration experiment of this course is simple and easy to operate, and the instruments and drugs needed are commonly used in middle school chemistry experiments.
Four. Teaching program: 1 [Review] Discuss the comparison of custom descaling in oxygen-hydrogen experiment, and hang it on a small blackboard:
Encourage poor students to speak in the process of filling out the form.
Research on Chemistry Classroom Teaching Mode in Junior Middle School
Kuai Shi Ding, Teaching and Research Section of Hefei Municipal Education Commission.
90% of the school's educational activities are carried out in the form of classroom teaching, and the study of classroom teaching mode is an important subject that must be reformed in education and teaching. Chemistry in junior high school is a part of nine-year compulsory education. It is very important to study the classroom teaching mode of chemistry in junior high school today when promoting quality education, enlightening students' thinking and cultivating students' ability.
First, study the necessity of classroom teaching mode
2 1 century education should be quality education, educating students to learn to survive, learn to learn, and learn to care. Chemistry education should not be limited to the teaching of chemical knowledge, but should be about the extensive application and social value of chemistry, and should actively adapt to the needs of the diversity of interests and purposes of the educated. Especially junior high school chemistry belongs to the compulsory education stage, which is the basic education stage of chemistry. We can't just care about the improvement of the theoretical level of chemistry courses. Academic issues such as subject knowledge system also pay special attention to many chemical problems in social life, such as water, food, environmental protection, energy and materials, resources and so on.
Junior high school chemistry is a starting subject with only one academic year. Due to the influence of many factors, such as senior high school entrance examination time (including pre-selection), scores, school conditions and so on, junior high school chemistry teaching time is short, the task is heavy, the adaptation is slow, the difficulty is great, and the teaching effect is not ideal. Studying the chemistry classroom teaching mode in junior high school, carefully designing and selecting a certain teaching mode, and carefully designing and selecting a certain teaching mode are conducive to giving full play to teachers' creativity, mobilizing students' enthusiasm for learning, and accomplishing teaching tasks together.
Second, the classroom teaching model
There are three views on the teaching mode in China. First, it belongs to the category of methods, and thinks that teaching mode is the synthesis of teaching methods or various teaching methods; The second is the teaching mode, that is, various teaching methods show different spatial structures and time series under specific time, place and conditions, thus forming different teaching modes; Thirdly, the teaching mode is a subjective choice made by people under the guidance of certain teaching concepts. Based on various understandings, the teaching model we want to study is the structure of the teaching process. Under the guidance of teaching theory, the teaching links are designed according to the teaching objectives, and the corresponding teaching strategies and measures are matched to transform the teaching mode into the junior middle school chemistry classroom teaching mode.
Third, the basic structure of classroom teaching mode
1, teaching theory and teaching thought
Any teaching mode is based on a certain teaching theory or concept. Teaching theory and teaching thought determine the choice of teaching links, teaching strategies and applications, and clarify the direction of teaching evaluation. It can be considered that the teaching mode is a simplified form of teaching theory.
2. Teaching objectives
Teaching goal is the standard of teaching activities. Teaching goal is the core element of teaching mode, which restricts teaching strategy, teaching process and teaching evaluation. Restrict roles correctly. To set the teaching goal correctly, we must first change our ideas, strengthen our reform consciousness and establish a correct view of talents. Educate students to become socialist successors with ideals, morality, education and discipline; Educate students to have a sense of social responsibility; Teach students personality, physical and mental health, and have cooperative consciousness and ability; Teach students to be independent, have innovative consciousness and ability, and become the master of learning; Educate students to love the socialist motherland and the cultural traditions of their own country and nation.
3. Teaching procedures
Teaching procedure is the sequential structure of teaching activities, which determines what teachers and students should do first, then what they should do and what teaching tasks they should accomplish.
4. Teaching strategies
Teaching strategy is the principle of serving teaching and embodying teaching means and methods in teaching activities. Teaching strategies determine the way, method, task, status and teacher-student relationship of teaching activities. Teaching strategies can generally be divided into teacher strategies and student strategies. Teaching strategies can generally be divided into deductive reasoning, inductive reasoning, associative reasoning, analogy transfer, hierarchical progression, image metaphor, imitation operation, independent inquiry, stimulating computer support, teacher-student cooperation and so on.
5 Teaching evaluation
Teaching evaluation is a measure of the effect of teaching activities. Teaching evaluation is teaching-centered, based on teaching procedures, teaching strategies, teachers' quality, teacher-student activities, teaching effects, etc. It is necessary to evaluate not only teaching and learning, but also the application of classroom teaching mode.
Fourthly, introduce several classroom teaching modes.
First, the guidance-inquiry teaching mode
1, teaching theory Bruner's discovery learning theory holds that cognition is a process, not a product. Ausubel's assimilation theory holds that the interaction between old and new knowledge in students' cognitive structure leads to the assimilation of old and new knowledge, which not only makes new knowledge meaningful, but also gains new meaning because of modification. Teach students to learn through guidance-inquiry.
2. Functional objectives Cultivate a scientific attitude of seeking truth from facts, develop the spirit of inquiry, and stimulate creativity and sustainable development. Cultivate students to learn the scientific methods of consulting, analyzing, measuring and processing data.
3. Interest in the teaching process-material problems-selection, hypothesis, verification-comments and conclusions
4. Teaching strategy The teaching strategy is hierarchical and progressive, and the learning strategy is independent inquiry.
5. The intrinsic motivation of teaching evaluation: the acquisition of direct experience; Knowledge is only the formation of structure; Cultivation of thinking ability.
Two. Tutoring-autonomous learning teaching mode
1, teaching theory Modern teaching theory holds that the emotional limbic system of the brain is the door to lasting memory, which stimulates emotions and melts what has been learned into memory.
2. Functional objectives regulate the learning process and realize effective learning; Gradually develop from the aspects of perception, understanding and memorization, so as to achieve the implementation of the two basics and the improvement of knowledge and skills.
3. Teaching procedures
Theme Emotion-→ Thinking about target reading-→ Setting questions, discussing questions-→ Feedback and comments.
4. Teaching strategies Teaching strategies: creating situations, activating thinking, organizing discussions, evaluating incentives; learning strategy
Abbreviations: knowledge coding, effective memory, collective effect, creative thinking.
5. The diversification of teaching objectives in teaching evaluation, the change of students from "learning" to "learning", and the detection of learning results.
Hefei junior middle school compulsory education chemistry classroom teaching mode card
Designer: Zhu Shixian
School: middle school affiliated to annong university
Chapter 5, Section 4, Laboratory Preparation of Carbon Dioxide
1. theoretical basis: the process of students learning knowledge follows the principle of "from sensibility to rationality, from surface to inside, from shallow to deep,
This and that rule.
Teaching thought: 1, "Teaching is the leading factor and students are the main body." 2, according to people's understanding of the law, according to the class students' age and knowledge level.
Functional goal: fully mobilize students' enthusiasm and initiative in learning chemistry, develop students' intelligence and cultivate students' self-learning ability (reading, observing, thinking, imagining and operating chemical experiments).
Third, the implementation conditions: 1, students have obtained the preliminary knowledge of hydrogen and hydrogen laboratory preparation, and have had the preliminary practice of doing experiments; 2. The textbook in this section is written in the mode of computational theory to facilitate students' self-study.
3. The demonstration experiment of this course is simple and easy to operate, and the instruments and drugs needed are commonly used in middle school chemistry experiments.
Four. Teaching program: 1 [Review] Discuss the comparison of custom descaling in oxygen-hydrogen experiment, and hang it on a small blackboard:
Encourage poor students to speak in the process of filling out the form.
2. Learn the ideas and methods of gas laboratory production on the blackboard;
(1) Need to learn the chemical reaction principle of this gas laboratory;
(2) It is necessary to study the experimental device used to make this kind of object;
(3) It is necessary to study how to verify the gas.
3. Introduction By comparing the preparation of oxygen in the laboratory, we can know that the selection of people to make gas depends on the principle of chemical reaction, and the method of collecting gas depends on the physical properties of gas. Next, we will learn the laboratory preparation method of carbon dioxide. Please use the learning ideas and methods summarized above to discuss together.
Blackboard Section 4 Laboratory Preparation of Carbon Dioxide
4. Discuss the chemical reaction of carbon dioxide: charcoal burns in air or oxygen; Heating limestone; Reduction of copper oxide with charcoal at high temperature: carbon monoxide burns in air.
Although carbon dioxide is produced in these chemical reactions, it is not used to produce carbon dioxide in the laboratory. Why? This problem will be discussed after class. Please read the textbook.
Page 93: (1) Chemical reaction principle of preparing carbon dioxide in laboratory; (2) a device for preparing carbon dioxide in the laboratory; (3) Carbon dioxide is produced in the laboratory. After reading it, watch the demonstration experiment with the following questions:
Why not use an ordinary funnel? Why is the long-necked funnel inserted under the liquid surface? Review how to prove that the cylinder is full of carbon dioxide.
In the experiment, the teacher demonstrated the closed operation of the device, and then invited three students with good chemistry scores to take the stage to make, collect and test the carbon dioxide. After the experiment, the observed phenomena and experimental operations were discussed and commented in time.
6. The summary is still spliced on the right side of the oxygen-hydrogen comparison table with a small blackboard in the form of a table. Emphasize the principle of producing carbon dioxide, and write the chemical equation (whether the metathesis reaction is introduced here depends on the situation) for detailed analysis.
7, blackboard writing foam extinguisher principle (chemical reaction equation)
In the experiment, the teacher demonstrated the foam extinguisher experiment and briefly introduced the population device. (If time permits, it is best to talk about a scrapped foam extinguisher object while dismantling it to satisfy students' interest. )
8. After assigning homework (1), think about whether calcium carbonate can be used to make carbon dioxide in the laboratory. Can foam extinguisher use limestone? Can I use dilute hydrochloric acid?
(2) Exercise: Questions 2, 3 and 4 on page 96 of the textbook:
(3) Do small family experiments as appropriate.
5. Teaching strategy: comprehensive use of discussion, inspiration, experiment, association and recall to highlight key points and resolve difficulties. We should not only enliven the classroom atmosphere, but also give consideration to the classroom order and teaching progress, and allocate time flexibly.
6. Teaching evaluation: This section is not only an elementary compound knowledge but also an experimental course, and it is a good teaching material for integrating theory with practice. In teaching, we can make use of the characteristics of junior middle school students' strong curiosity, activity, love to watch and do experiments by themselves to guide thinking and discussion, deepen our understanding of "carbon dioxide is made in the laboratory, and dilute hydrochloric acid and marble are ideal drugs", and use experimental devices.