Paper Keywords: High School Chemical Experiment Teaching Quality Suggestions

Chemistry in senior high school is an experiment-based subject, and chemical experiment teaching plays a very important role in the whole teaching process. The experimental teaching of chemistry teachers and students' practical operation are also of great significance for completing teaching objectives and improving students' interest in learning chemistry. Experimental teaching can not only promote the change of students' learning style, but also cultivate students' innovative spirit and practical ability. It is also an important means to cultivate students' innovative thinking and improve their comprehensive ability. Through years of practical teaching experience, the author will make a detailed analysis and discussion on how to improve the quality of high school chemistry experiment teaching, and put forward some auxiliary suggestions for everyone to learn and communicate.

First, contact life, to carry out situational teaching

In the process of chemistry teaching in senior high school, the author found that students' interest in chemistry experiments is not high, mainly because the experimental process and effect are less related to real life, just to verify the theory in books, so students' interest points are not stimulated. If more life-oriented experiments and related teaching strategies are carried out in chemistry teaching, students' enthusiasm will be improved and they will be willing to participate in chemistry experiments. In the sense of teaching objectives, it not only enables teaching tasks to be completed, but more importantly, it increases students' enthusiasm for learning and improves their practical ability. This requires teachers to carry out situational teaching method, and try their best to integrate the chemical knowledge in books with real life. For example, when I talk about hydrogen in a class, I usually give an example. Why the balloons sold in the park float is because they are filled with a certain amount of hydrogen. Through the introduction of hydrogen, it can be extended to the reason why acetic acid and zinc metal on the surface of batteries used in daily life can produce hydrogen, which not only increases students' interest, but also broadens their horizons, paves the way for teaching situations and enlivens the classroom learning atmosphere. Through situational teaching mode, students' subjective consciousness can be stimulated, and students can ask questions to teachers according to their own life experiences, which not only strengthens students' knowledge, but also cultivates students' ability to explore problems.

Second, expand thinking and establish an interactive teaching model

In the process of chemistry teaching in senior high school, teachers should change their teaching thinking, transition from the knowledge disseminator in the traditional mode to the guide of students' learning, and help students to carry out chemistry experiments independently, which can greatly give play to students' intelligence and practical ability, and also better help students master what they have learned. In the design process of an experimental course, teachers should not only consider the difficulty of chemical experiments, but also consider the knowledge level of students, so as to carry out chemical experiment teaching as a starting point. The author's teaching method is mainly to carry out experimental operation in groups, divide students into several groups according to their actual ability level, give several experimental schemes for students to discuss, find experiments suitable for their groups, and then carry out chemical experiments in groups. In the process of chemical experiment, students express their opinions, carry out innovative experiments at will, or compete with other groups, which not only greatly improves students' interest in learning, but also enables them to learn from each other and improve their own learning.

Third, cultivate students' comprehensive ability in chemical experiments.

Through years of teaching experience, the author found that high school students have always had a headache for the experimental design questions in chemistry test questions, which can never achieve the satisfactory results of teachers. There are two main reasons for this: on the one hand, this kind of problem is comprehensive and more difficult than other problems, and it also requires students to have a certain knowledge base of chemistry. Generally, such problems mainly include gas manufacturing, chemical purification, and the' connection' of various instruments and equipment and the corresponding chemical calculation. On the other hand, students usually just watch the teacher's experimental operation in their study, or they don't carefully complete the experimental operation report after completing the experiment and don't think about the phenomenon. In order to solve these problems in students' learning chemistry, teachers are required to attach importance to the teaching of chemical experiments. Teachers should realize that chemistry is closely related to society and life, focus on practical problems in real life, let students feel the application of chemistry in real life, and put the knowledge on chemistry test questions on the students' basic knowledge for chemical experiment teaching. Teachers should ask students to write experimental reports carefully after completing chemical experiments, and give thoughtful guidance on matters needing attention in chemical experiments. Then in the next class, we will discuss the previous experiments operated by students, analyze the problems existing in the experiments and improve measures to deepen students' impression of the experiments. In such a teaching environment, students will not be too unfamiliar with the experimental design questions in chemistry test questions, and they will be able to do it with ease. The cultivation of students' comprehensive ability needs to be accumulated bit by bit in peacetime. In chemical experiment teaching, teachers should correctly guide students to use their brains and hands and flexibly master what they have learned, thus improving students' learning quality. At present, the pressure of college entrance examination not only brings great pressure to students but also to teachers, which is far from enough in the practical application of chemical experiment teaching. This requires our teachers to make corresponding adjustments under appropriate circumstances and strive to cultivate students' comprehensive ability.

Fourth, summary.

To sum up, in order to improve the quality of high school chemistry experiment teaching, teachers are objectively required to grasp the requirements of high school chemistry curriculum, change the traditional teaching methods and update the methods of chemical experiment teaching. Through the above methods, we can improve the quality of chemical experiment teaching, but these are not enough, and we need our teachers to actively explore and innovate in the future work. Only in this way can we better implement the reform of chemical experiment teaching and help students better.

refer to

[1] Ruan Yuanping. Improving the soft power of chemical experiment teaching center in colleges and universities [J]

[2] Ma Hongming. Strengthening chemical experiment teaching and cultivating students' scientific literacy [J]

;