In classroom teaching, teaching methods can be varied. I infiltrate environmental education by giving a two-minute lecture in class, organizing class discussion, holding a debate at class meeting and carrying out role-playing activities in class. For example, in the compulsory module "Chemistry 1", there is a role-playing practice activity "Should we stop using aluminum beverage cans?" I asked the students to simulate the main roles, namely "the worker who mines aluminum ore", "the worker who produces aluminum beverage cans", "the boss of a beverage company" and "the salesman" and "the consumer". First, divide the class into seven groups and choose roles voluntarily, and then discuss the problems faced by each role at present. What countermeasures should be taken? The students are very enthusiastic about participating in this activity and argue from their own roles. Some perform short plays of life, some broadcast interviews on analog TV, and some introduce charts to enhance persuasiveness. From this, students not only realize that each subject is responsible for materials and environmental problems, but also deeply realize that to solve urban environmental problems, the economic activities of each subject in the city should not only focus on personal interests and current interests, but also consider the overall interests and long-term interests. Through the infiltration education of the above-mentioned related contents in teaching, not only the chemical knowledge learned is consolidated, but also the dual effects of substances on human body are understood, and more importantly, the students' awareness of environmental protection is enhanced.
2. Pay attention to the infiltration of environmental education in experimental teaching.
The new curriculum attaches importance to the role and position of experiments in chemistry teaching. Many experiments have been improved and increased, which also brings new problems: some improved experimental teaching ideas have changed, but some advanced instruments and equipment have been added accordingly. Therefore, teachers must further improve their understanding of environmental protection and constantly reflect and reform in the usual experimental teaching process, which can be considered from the aspects of standardized experimental management, closed chemical experiments, comprehensive single experiments, miniaturization of chemical experiments, computer simulation of chemical experiments and so on. For example, in the past, most teachers in our school collected a few bottles of chlorine in advance to demonstrate the nature of chlorine in class. After the experiment, the whole classroom was filled with pungent smell, which was very environmentally unfriendly. In recent years, with the enhancement of environmental awareness, we attach great importance to the toxic and harmful gases produced in the experiment, improve the device, increase tail gas absorption, and combine the laboratory preparation method of chlorine gas → properties → tail gas absorption, so that toxic gases can hardly escape. The specific method is: manganese dioxide and concentrated hydrochloric acid → concentrated sulfuric acid (drying) → dry color cloth → wet color cloth → purple litmus test solution →naoh solution, which not only verifies the product. For another example, the experiment of hydrogen and chlorine under light is deleted from the new textbook, mainly considering the safety of students. We can use computer to simulate chemical experiments, and let students master different examples of the same substance under different conditions through multimedia. Instruct students to use drugs according to dosage when grouping to reduce pollutant emissions; At the same time, it is stipulated that wastes should be placed in designated places for unified recycling. Through environmental education in experimental teaching, students have enhanced their awareness of environmental protection and established the necessary moral quality of a new generation of citizens.
3. Infiltrate the green chemistry thought of "sustainable development" in teaching.
The idea of sustainable development has been recognized by people all over the world and is the guiding ideology to solve the current environmental problems. Sustainable development advocates the harmonious coexistence between man and nature; Advocate sustained economic growth based on the protection of the earth system, so as to coordinate development with the carrying capacity of resources and environment; Advocate fair distribution, meet the needs of all people in the present and future generations, and pay attention to educating students on the concept of sustainable development in close combination with the contents of teaching materials in teaching. For example, the fourth chapter of the compulsory module "Chemistry 2" "Chemistry and the Development and Utilization of Natural Resources" has many questions about the environment and green chemistry; For example, a topic of thinking and communication in a textbook: there are many ways to recycle waste synthetic materials at present. Please refer to the information to find out what channels are available. And try to evaluate from the aspects of environmental protection and economic cost. The author usually gives students such questions as homework in advance, asking them to pay attention to the reports in TV, newspapers and magazines, pay attention to the surrounding environment, collect a piece of information related to this and consult the materials; Then students will give speeches or comments in class.