1. How to cultivate students' innovative spirit and scientific attitude by using chemical history
2. The role of chemical history in middle school chemistry teaching.
5. How to treat the role of chemists?
7. The establishment of the leading position in modern American chemical research and its reasons
8. Prospect of chemistry education in the information age
1 1. On the necessity of increasing the proportion of history of science in middle school history textbooks
12. the role of chemical history in students' quality education
15. Improve students' interest in learning chemistry
16. How to actively carry out inquiry teaching in chemistry teaching
18. On the role of non-intelligence factors in chemistry teaching
19. How to cultivate students' ability by using chemical experiments
20. Talking about the cultivation of innovative consciousness in chemistry teaching
22. Chemistry teaching practice and thinking under the network environment.
23. Talking about the application of mathematical knowledge in chemistry teaching.
24. Exploration of chemical experiment teaching and cultivation of students' innovative ability
26. Research on measuring and evaluating students' innovative spirit and experimental ability by using chemical experiments.
30. The role of computer-aided teaching in chemical innovation education
3 1. Classroom "guided inquiry" teaching mode
32. Talking about the characteristics and teaching methods of new chemistry textbooks in middle schools.
33. Optimize classroom design and cultivate students' innovative quality.
37. Chemical experiment teaching reform in middle schools.
40. Talking about the application of mathematical knowledge in middle school chemistry calculation.
43. Analysis of the role and position of exam-oriented education and quality education in middle school education.
44. Investigation and Analysis of Puppy Love among Middle School Students
45. An analysis of the family and social reasons why middle school students are tired of learning.
46. Study on the countermeasures of dropping out of compulsory education.
47. How to cultivate students' chemical literacy in middle school chemistry teaching?
48. How to improve middle school students' chemical experiment practice ability?
49. Practice of "Inquiry Learning" in Chemistry Education
50. Research on rural biogas development and utilization
Junior high school scientific papers
Analysis of Situational Teaching in Junior High School Science Teaching
Abstract: Junior high school science, as a subject integrating chemistry, physics, biology, geography and other disciplines, is highly abstract. If you leave a certain situation in classroom teaching, the teaching function will be weakened accordingly. Starting from the significance of science situational teaching in junior high school, this paper discusses and analyzes the strategies of science situational teaching in junior high school, in order to actively respond to inquiry learning required by new curriculum reform.
Keywords: junior high school science; Situational teaching; Meaning; tactics
China Library Classification Number: G632 Document Identification Number: Part A Number:1003-285120101-0179-02.
First, the significance of junior high school science situational teaching
Give full play to students' creativity and improve their practical ability
Situational teaching focuses on students' learning, guides and drives students' autonomous learning in the teaching process, advocates inquiry learning, and makes communication and practice an indispensable part of situational teaching. For example, an inquiry group is set up as a group, and the purpose of completing subject knowledge is achieved through exchanges and communication between groups. Through situational teaching method, students' awareness of learning can be improved, and students can explore independently under the guidance of teachers. Through active learning methods of hands-on, personal observation and personal discovery, students can be more impressed and creative with subject knowledge. In this process, how to acquire knowledge, how to understand and solve problems, and how to use the learned knowledge to solve practical problems is the purpose of situational teaching, which is also the purpose of cultivating students' creativity and improving their practical experience in situational teaching.
Second, improve students' understanding ability and enhance students' memory.
According to modern thinking theory, human memory can be divided into instantaneous memory, short-term memory and long-term memory. The process of students learning knowledge is a long-term memory consolidation process, and knowledge needs to be consolidated and deepened through a period of review in order to establish a deeper memory in the brain. In the process of classroom teaching, teachers teach and students participate in the process of listening and understanding. Students learning knowledge is a process of instantaneous memory, in which instantaneous memory is mainly a passive memory process. If you don't strengthen the consolidation and understanding of knowledge after class, knowledge will be fleeting and the learning effect will not be ideal. If some vivid situational courses are set up for students in the classroom teaching process, students can actively participate in the teaching process through situational restoration, so that the process of learning knowledge can be transformed from instantaneous memory to long-term memory, so that knowledge can penetrate into students' brains and form a complete knowledge system.
Third, stimulate students' interest in learning and form a good learning atmosphere.
Interest is the most direct motivation for students to learn. It can not only make students study consciously and actively, but also keep their motivation for learning for a long time. The stronger students' interest in learning activities, the stronger their awareness of learning, the more focused their attention and the better the effect. Junior high school is the youth stage of students' growth and development, and they are full of curiosity about everything. However, due to their immature self-control and lack of self-control ability, it is difficult for them to concentrate on learning some abstract knowledge in science teaching if they are not interested. Therefore, according to the learning characteristics of junior high school students, creating a scientific teaching situation suitable for students' physical and mental development characteristics and cognitive rules can better stimulate students' interest and motivation in learning, guide students into a good teaching environment, realize the transformation of students from being tired of learning to being willing to learn, and finally achieve the goal of improving the classroom science teaching effect.
4 * * * Stimulate students' curiosity and curiosity.
At present, junior high school scientific knowledge is integrated with more modern scientific knowledge, which is not only highly integrated with junior high school physics knowledge, but also very abstract. It is difficult for junior high school students to learn through traditional classroom teaching methods, and it is easy to get tired of learning because of abstract knowledge. Setting up situational teaching method is an effective means to solve the abstract knowledge of these scientific disciplines, encourage students to solve these difficult knowledge with what they have learned, seen and thought, stimulate students' interest in learning difficult knowledge, and achieve the purpose of situational teaching. Situational teaching is a student-centered scientific teaching model, which focuses on cultivating and developing students' creativity, initiative, enthusiasm and initiative. This teaching mode not only helps students to explore scientific knowledge, but also stimulates students' desire to learn subject knowledge. Through the curiosity of students, we can use what we have learned to guide students to learn independently and explore other knowledge in unknown fields, so as to achieve the teaching purpose of cultivating students' interest in learning, being eager to learn and being good at learning.
Second, junior high school science situational teaching strategies
First, the creation of learning situations to cultivate students' awareness of inquiry
The scientific situational teaching mode should be close to students' real life, and solve the problems and unknown fields encountered in scientific teaching through some phenomena in life, which is also the orientation and direction of situational teaching. Because scientific knowledge comes from our daily life, it is science to study and deepen the details of life. People use science to transform society, change life style and lead people to civilization. Paying attention to the relationship between science and technology and society, integrating science and technology into society and improving the quality of life is the trend of science education in the world today. Using the phenomena that often appear in daily life, these life experiences are brought into classroom education through situational teaching mode. Based on students' experience, students' life materials are selected to create and provide an opportunity for students to actively participate in classroom situational teaching and build a bridge between students' learning knowledge and life experience. For example, regarding solution dissolution, which is more soluble in water, sucrose or salt, which substance can form a saturated solution and which substance can form an unsaturated solution? For students who have formed relevant experience in life, because they often eat sucrose water, they mistakenly think that sucrose water is a saturated solution and salt water is an unsaturated solution. In order to make students understand and understand the concept of chemistry correctly, an experiment can be designed to verify that 1 takes the same mass of sucrose and salt and the same volume of water. In this process, we ask students why we should measure water instead of weighing water of the same quality. Dissolve sucrose and salt in water respectively, let students observe the phenomenon of sucrose and salt dissolving in water, and ask students what has happened. Ask the students which is more soluble, salt or sucrose, according to the changes of salt and sucrose dissolution in water. 4. Heat sucrose solution and salt solution. Students should observe whether these two solutions have changed and ask students why the heated solution can continue to dissolve sucrose and salt. 5 Continue to add sucrose to the water in which sucrose is dissolved, observe whether sucrose continues to dissolve, and ask students why sucrose can continue to dissolve, but salt can't. These phenomena and problems all stem from the details of life, but these problems are often ignored. When novel and vivid phenomena are beyond students' expectation, curiosity drives students to explore actively, and through a series of experimental phenomena, students' desire to explore unknown fields can be stimulated, which can play a good teaching effect in the process of exploration.
Second, create story scenes and cultivate innovative spirit
There are a lot of scientific knowledge and stories in science disciplines. Some of these stories reflect the discovery and creation process of scientific knowledge, while others reflect the nature of science. Using these science stories to create teaching situations that reflect scientific knowledge can not only deepen students' understanding and mastery of subject knowledge, but also deepen students' interest in learning science. In the process of situational teaching, interspersed with stories, anecdotes or allusions of some famous scientific people can make students form a deep impression on knowledge and make it unforgettable for life, and learn from the persistence and efforts of predecessors to explore knowledge and explore unknown fields in the discipline. For example, when teaching the knowledge of "the law of gravity", tell students Newton's interesting discovery about the law of gravity: Newton sat under an apple tree and thought. Suddenly, an apple fell from the tree and hit Newton right on the head. Newton thought about the phenomenon of apples falling on his head and found that apples fell because of the gravity of the earth when they were ripe. Through some experiments derived from apple landing, it is found that everything is everything through experimental comparison. Then ask the students: "If this apple falls on your head, can you find this rule through the existing knowledge?" Does this law apply to anything? "Through these questions, students can fully think, discuss and analyze, and stimulate their strong desire for knowledge. Another example is the teaching of "buoyancy". The teacher told the story that Cao Chong called an elephant. Through the buoyancy phenomenon, he obtained stones of the same quality and weighed the elephant's mass. Rich historical materials make situational teaching more vivid, stimulate students' motivation to study hard, and produce the desire to explore nature.
Third, create a scientific and technological situation and enhance the intuitive image.
It is also necessary to use scientific and technological situations in situational teaching. Through the reappearance of scientific and technological situation, students can understand scientific and technological phenomena more intuitively and better understand scientific knowledge. For example, when talking about "magnetic levitation", the teacher can first show a scene of a magnetic levitation train running at high speed, and then ask the students: "Why can the magnetic levitation train leave the track and still run?" When students are still in the process of asking questions and don't know how to answer them, the teacher can take out two magnets and put them opposite each other, so that students can observe the phenomenon after the same poles are opposite. After observation, the students found that the two magnets repel each other. Therefore, the teacher can use this small experiment to uncover the mystery that the maglev train can still move at high speed after it leaves the track, and introduce the scientific phenomenon that magnets repel each other and produce a certain "thrust" to students, so as to understand why the maglev train can float. Another example is teaching "motion and quietness". In the class, a video of the train running at high speed and everything outside the window is "moving" backwards was played. Students were asked, "Why do things outside the window move backwards?" "When we were in the train, it was obviously moving forward, and the train on the side was passing by quickly. Why does the train we take seem to be stationary? " Wait a minute. problem Through this situational teaching mode, students can understand science and technology in the usual scientific and technological situation, enhance their intuitive image of the scientific and technological situation through factual restoration, make boring scientific knowledge more vivid and interesting through illustrated teaching methods, stimulate students' interest, and realize the original intention of the scientific and technological situational teaching mode.
In short, in junior high school science teaching, the use of situational teaching can give full play to students' creativity and improve their practical ability; Improve students' understanding ability and enhance their memory; Stimulate students' interest in learning and form a good learning atmosphere; * * * Students' curiosity stimulates students' thirst for knowledge. Therefore, teachers can cultivate students' inquiry consciousness by creating learning situations; Create story scenes and cultivate innovative spirit; Create scientific and technological situations, enhance intuitive images, create scientific teaching situations in junior high schools, guide students' scientific inquiry ability, help students learn scientific knowledge well, and promote the improvement and development of students' comprehensive quality.
refer to
[1] gold. On the teaching discovery teaching method of junior high school science [J]. Science lovers: education and teaching edition, 2010/.
[2] Lou Shi Fei. On the setting method of situation in junior high school science teaching [J]. Middle school teaching reference, 20 105.