Model essay on chemistry education 1: When it comes to quality education in chemistry education and teaching, I would like to ask the following questions to discuss with comrades. The relationship between exam-oriented education and quality education; The relationship between the cultivation of intelligence factors and the cultivation of non-intelligence factors and how to pay attention to quality education in chemistry teaching.
First, the relationship between exam-oriented education and quality education
Education without examination is also incomplete education, which obviously does not meet the requirements of quality education. Who would have thought? Hand in a blank sheet of paper? It is the embodiment of high quality. But quality education requires cultivating citizens with all-round development in morality, intelligence, physique, beauty and labor, not training them? Get a high score in the exam, and nothing else matters? Citizens with high scores and low abilities. In fact, with the continuous improvement of examination contents and methods, the phenomenon of high scores and low abilities is gradually reduced to a minimum. In this sense, the direction of examination and quality education is the same.
In chemistry teaching which emphasizes quality education, how do chemistry teachers control exams? On the one hand, the basic knowledge of chemistry, basic skills and the ability of self-study and thinking involved in the examination are just important components of quality education. On the other hand, it is difficult to pass the exam in observation ability (except picture observation), motor skills, morality and physique in chemical experiments, but do schools and teachers just grasp it? Coping with the exam? Caught everything? Obviously it won't work. First, the education administrative department's evaluation of schools is no longer based solely on the enrollment rate. Similarly, the school's evaluation of teachers is no longer based on the rate of enrollment. Second, experience shows that chemistry teachers should not only do extracurricular activities well, but also communicate with students and care about their ideological and moral progress and physical health. That is, if quality education is done well, the exam results will definitely go up. On the other hand, what if the outline stipulates? Master, understand, understand and introduce with common sense? It is harmful to organize teaching according to the requirements of different levels, such as taking more exams and taking fewer exams, repeating exams without taking exams, that is, teachers teach for exams and students learn for exams, which should be rationally abandoned.
Second, the relationship between intelligence factors and non-intelligence factors.
Non-intelligence factors refer to the relatively stable personality characteristics of people in behavioral activities, mainly including: interest, motivation, ideal, temperament, character, morality, sentiment, emotion, will and so on. It plays a dynamic and directional role in people's behavior or psychological activities. In the middle school stage, it is a critical period for a person's intellectual factors to develop rapidly and non-intellectual factors to gradually form, develop and tend to be stable.
There are two attitudes towards this issue: one is to attach importance to the cultivation and development of intellectual factors, while the non-intellectual factors recognize its natural development, thinking that the latter is beyond the control of schools and teachers and is a matter for society and parents. Another attitude is that non-intelligence factors should develop synchronously with intelligence factors, just like the cultivation of intelligence factors. A psychologist put it well: human psychology is an organic combination of intellectual factors and non-intellectual factors. Either side appears? Symptoms? On the other hand, it will inhibit healthy development. How to cultivate non-intelligence factors? Like intellectual factors, it also has its own law of occurrence and development.
For example, there is a development process from low to high, from weak to strong, that is, curiosity. Interest? Love? Hobbies? Love. Chemistry teachers often use strange phenomena such as luminescence, vocalization, fever, color change, state change and smell to arouse students' curiosity in chemistry experiments. However, curiosity is a primitive, instinctive and unstable cognitive tendency. Then, teachers guide and consolidate through vivid and accurate lectures, combining nature with use, combining theory with practice, encouraging homework and exam success, and gradually make curiosity develop into interest. Interest is more profound, stable, specific, clear and powerful than curiosity. On this basis, it will further develop into love, hobby and love. When academic performance is often associated with honor, ideal and ambition, love, hobby and love have strong emotions and will, and are characterized by stability, persistence and strong motivation.
Another example is the cultivation and formation of good moral sentiments, and there is also a harmonious and unified development process of knowledge, emotion, will and action. It can be seen that the cultivation of non-intelligence factors has a process of development guidance, stable consolidation and development improvement. Not only that, it is characterized by repetition in the development process, but also by intellectual factors. Therefore, only when students' intelligence factors and non-intelligence factors develop synchronously can their psychology be regarded as a real healthy development.
Third, how to pay attention to quality education in chemistry teaching
I told you before, double base? Teaching itself is an important part of quality education. In addition, the following aspects should be strengthened in chemistry teaching.
(A) Pay attention to experimental teaching
It has been suggested that the importance of experimental teaching is an important symbol of quality education. Mr. Dai Anbang, a chemist in China, also pointed out that it is one-sided to teach chemistry knowledge and technology only. Comprehensive chemistry education requires not only imparting chemical knowledge and skills, but also cultivating scientific methods and thinking, scientific spirit and scientific ethics. Students are the main body of chemical experiment learning. Under the guidance of teachers, they conduct experiments and train them to solve chemical problems, so that all intellectual factors can be developed. Therefore, chemical experiment is one of the most effective teaching forms of comprehensive chemistry education. ? Therefore, we can't ignore the experimental teaching because of the failure of the motor skills test in the chemistry experiment of the senior high school entrance examination. In teaching, we deeply realize that chemical experiments can help students to establish and consolidate the basic concepts and theories of chemistry, acquire chemical knowledge and cultivate scientific and technological quality. Cultivate students' experimental operation skills through experiments. Space-time operation ability in the experiment; Can calculation and weighing experiments help students form? Quantity? What about the concept? Pass? Do you want to turn the reagent bottle bottle cap upside down? Can the training of motor skills be developed by students? Open the teacup (or cover of rice cooker, etc.). ) and put it upside down? Prevent pollution? As for cultivating students' creative thinking ability and observation ability in experimental teaching, I won't go into details.
(B) Pay attention to extracurricular activities
Extracurricular activities are an important aspect of quality education, so we should try our best to carry out some extracurricular activities according to local conditions. The contents and forms of extracurricular activities are rich and colorful. For example, organize and guide students to run chemical tabloids, chemical wall newspapers, chemical magic shows, homemade instruments and homemade substitutes, do small experiments at home, hold chemical lectures, chemical competitions, conduct social surveys, organize visits to chemical plants, and conduct chemical experiments by chemical interest groups. Organize teachers to visit Suichuan Match Factory during the seminar of compulsory education chemistry sample class in the whole region. Participants saw a small match with their own eyes. It takes so much equipment and technology to make it! It not only verifies what is written in the textbook: the material coated on the side of the matchbox is a mixture of red phosphorus and antimony trisulfide, and the material on the matchbox is potassium chlorate, manganese dioxide and sulfur, which combines theoretical knowledge with actual production, but also experiences that people also need creative work when applying theoretical knowledge to actual production, which fully embodies the wisdom of the working class and the great entrepreneurial spirit of creating wealth for society. This is bound to make our teaching and society more closely linked and achieve results that are difficult to achieve in the classroom.
(C) Pay attention to practice and study guidance
Now everyone knows that it is very important to cultivate students' self-study ability. How should it be cultivated? I think there are two ways to pay attention to, one is to guide reading and the other is to guide practice. Reading guidance is to guide students to carry out reading training in an organized, planned and purposeful way. Special suggestion: The best reading materials are textbooks. The new chemistry textbook for junior middle school is illustrated with pictures and texts, which is thoughtful and readable. And just in line with classroom teaching, it not only plays the role of preview before class, but also enables self-study results to be verified in time in class, thus enhancing self-study confidence and stimulating self-study interest. What problems should teachers solve when assigning appropriate reading tasks? Teachers should help students analyze and summarize the text descriptions, images, pictures and data in the teaching materials. Instructional exercises include two aspects:
First, choose exercises suitable for students, so that students can avoid the pain of entering the sea of questions. If the exercises are divided into two categories, one is to digest and consolidate new knowledge for students in time, so that the new knowledge can be assimilated with the original knowledge and incorporated into their own knowledge system, that is, the so-called? Formative exercise? . The other is to improve the problem, that is, to reveal a knowledge point from different aspects and depths, so that we can have a comprehensive and profound understanding of knowledge when solving problems, so as to achieve the effect of mastery. At the same time, we need to use various thinking methods such as analogy, analysis, induction and synthesis to effectively exercise a variety of thinking qualities such as broadness, agility, rigor and creativity.
The second is to explain typical exercises, not only to teach problem-solving skills, but also to guide students to learn to organize knowledge after practice, so that knowledge can be clear, organized and networked in their minds. So every time I finish an exercise, I have to do some introspection and thinking, such as how I solved this problem and what relevant knowledge I applied. How did I come up with this solution? Is there any other solution?
To sum up, it is necessary to raise awareness, really implement and achieve practical results on the issue of emphasizing quality education in chemistry education.
Model essay on chemistry education 2: On life consciousness in chemistry education Paper Keywords: life consciousness in chemistry education
Abstract: Chemistry is an educational course closely related to life, and life education is embodied in chemistry education. In educational activities, we can learn about life and understand the meaning of thinking about life through chemistry. Because people have different understanding of life, the existing life education is also different. Through the interpretation of life consciousness, the ultimate goal of human beings is regarded as the concept of life education, and cognition, emotion and behavior are regarded as the structural dimensions of life consciousness education in chemistry education.
As a basic subject, chemistry is a subject that studies the composition, structure, properties, synthesis and energy changes of substances. The changes of biological substances and life processes are important objects of chemical research, and life research is closely related to chemical research. Chemistry education is not only the transmission of chemical scientific and cultural knowledge, but also the cognitive process of the value of the world and life. The embodiment of the value of life is that it is the premise for human beings to create and implement all valuable things, so life consciousness education is mainly to help people know and cherish their own lives, while respecting other existing lives.
First, combine chemistry education with life consciousness education.
The close relationship between chemistry and life is the reliable material basis of life consciousness education in chemistry education. It is far from enough to understand life consciousness as a concept. Life consciousness, after all, is a phenomenon manifested by a living individual, especially for human life, which exists not only as an individual with life characteristics, but also for the pursuit of the ultimate meaning of life. However, the history of chemical development contains many contents of life consciousness education, and the great spirit of chemists who are indomitable in the face of difficulties and setbacks is an example for students to learn. For example, when teaching atomism, the teacher can introduce Dalton, the famous British chemist who founded atomism. He's sure? Cleverness lies in accumulation, and genius comes from diligence? , and? Sleep in the middle of the night and get up at dawn? As the motto of his scholarship, he can eventually become a self-taught person. Therefore, teachers should make full use of chemistry education to carry out ideological education of will quality, so that people can fully realize that the meaning of life lies in persistence and the unremitting pursuit of truth.
Second, make full use of chemistry education to carry out life consciousness education.
In chemistry education, we can make use of the rich resources related to chemistry and life through the education of life consciousness, so that people can know and understand life. Life consciousness refers to people's knowledge and understanding of the existence, value and significance of life, including existence consciousness and value consciousness. Existence consciousness is people's basic knowledge and understanding of life existence, and value consciousness refers to people's conscious consciousness of realizing life value through social practice on the basis of life existence. There is a lot of knowledge about life in chemistry. The key lies in how to combine these contents with life consciousness organically and teach them to students effectively. For example, when teachers teach chlorine-related knowledge, they use videos to show casualties and serious environmental pollution caused by chlorine leakage, so that students can know what kind of gas chlorine is. Another example is: in the experiment of producing hydrogen sulfide, sulfur dioxide and the reaction of copper with nitric acid and concentrated sulfuric acid, these gases are easy to pollute the air in classrooms and laboratories, and also seriously affect the health of teachers and students. This also requires students not to leave excess pollutants, and the residual toxic gas must enter the corresponding absorption liquid through a catheter and an inverted funnel for proper chemical treatment to eliminate or reduce the discharge of harmful gases. Through the learning process of these chemical knowledge, students can also know the fragility of life and the significance of cherishing life, which is helpful to cultivate students' respect for life and correct understanding of life consciousness.
Third, emotional dimension, the perspective of life consciousness education in chemistry education.
The emotional attitude and life consciousness of chemistry education can inspire people to explore the relationship between chemistry and life, and play an important role in understanding the law of life and implementing the protection of life by using the knowledge and principles of chemistry. Healthy emotional attitude helps to mobilize people's enthusiasm and initiative, and can explore the application of chemical principles and laws in real life, thus improving life consciousness and forming a good sense of protecting life in daily life habits. On the contrary, negative emotional attitude is not conducive to the development of life consciousness education in chemistry education. By understanding the complex structure of life consciousness and realizing the preciousness and fragility of life, we can realize the beauty of life, thus forming a positive attitude towards life emotion and sublimating a beautiful vision for life.
In a word, chemistry education is not only a tool to acquire knowledge, but also a concern for human life. Life is the product of nature, especially human life. The main purpose of life consciousness education is to unify the value of life with education, use chemical knowledge to solve the problems related to life consciousness, realize the protection of life, promote the perfection of mind and improve the quality of life.
References:
[1] Wang. Infiltration of Life Education in Chemistry Education [J]. Curriculum and Teaching Theory, 2009.
[2] Li Qingxiu. Chemistry and life education implant cultural gene roots into the brain [J]. Journal of Inner Mongolia Normal University: Education Science Edition, 2005(6).
[3] Cheng Xijun. Reflections on strengthening life consciousness education in school education [J]. Journal of Xinxiang Education College, 2006
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