According to the content of junior high school chemistry textbooks, the following teaching methods can be adopted:
1. Advocate the experiment-oriented "guided discovery method" or "experiment while talking" to impart concepts and theoretical knowledge.
In class, questions are generally created through experiments to cultivate students' inquiry consciousness and stimulate students' interest in learning. Students take inquiry as their learning motivation, and analyze, reveal and solve problems under the guidance and inspiration of teachers. Students discover and form concepts by analyzing, comparing, abstracting and summarizing experimental phenomena and facts. For example, when learning the law of conservation of mass, the teacher first demonstrates the experiment to determine the mass change of white phosphorus before and after combustion. Then, the students measure the mass change of white phosphorus before and after combustion in groups. The content of the law of conservation of mass comes from the experimental facts of several groups of students. Teachers can also use modern teaching techniques and means to analyze chemical reactions from the microscopic level and reveal the principle of the law of conservation of mass. In this way, from macro to micro, from practice to theory, students naturally form, have high interest in learning, have great motivation to learn, and have a clear understanding of theoretical issues.
2. Advocate "experiment while talking" and "comparative migration" to teach the knowledge of elemental compounds.
In teaching, teachers should introduce some experiments into the classroom as much as possible, and teach the knowledge of elemental compounds by the method of "experiment while talking". This method means that when teachers teach the nature of a substance, they should try their best to let students contact with the real thing. When demonstrating experiments, teachers should ask students to pay attention to observation, ask questions, stimulate students' enthusiasm for conscious observation, ask students to observe carefully, and gradually cultivate students' observation ability. Let the students do the experiment again in person. For example, in the teaching of "the nature of oxygen", doing experiments on carbon, sulfur, phosphorus and iron is the key to let students know the chemical properties of oxygen. Teachers can let students do experiments in class when demonstrating experiments, so as to enhance their perceptual knowledge. When students gradually master a certain knowledge of elemental compounds, teachers can use the "contrast transfer method" to guide them.
3. Advocate the teaching of chemical terminology and chemical calculation combining teaching with practice.
Chemical terminology is an important tool for students to learn chemistry. Chemical terminology and chemical calculation are the difficulties in junior high school, and the arrangement of teaching materials pays attention to the dispersion of difficulties. Therefore, in view of these difficulties, it is appropriate to adopt decentralized teaching, and it is appropriate to adopt the "combination of coaches" with teachers' intensive lectures and students' diligent practice. This teaching method avoids the teacher's "full house irrigation" and emphasizes the bilateral teaching activities with teachers as the leading factor and students as the main body. In the teaching of chemical terms, teachers put forward exercise tasks and explain the purpose and requirements of exercises, which often make students associate with the corresponding physical and chemical reaction phenomena when writing each element symbol or chemical equation. In the teaching of chemical calculation, teachers should explain the methods of exercises, make necessary demonstrations, students practice independently, and teachers should give guidance respectively. After the exercise, students can communicate or discuss with each other, inspire each other and learn from each other. * * * With the improvement. Finally, teachers should analyze, correct and explain on the basis of inspection exercises. In addition, the exercises of chemical calculation should have a clear purpose, and the topics should be from shallow to deep, from simple to comprehensive, so that students' basic knowledge can be consolidated and their skills can be gradually improved.
4. Advocate "reading guide" and "discussion method" which focus on self-study to teach narrative content.
There is a lot of content in the new textbook. The text is vivid, easy to understand and illustrated. Students can learn by themselves on the basis of existing knowledge. For this type of textbook, the method of combining self-study, reading, discussion and speech is adopted. In teaching, teachers should prepare the self-study syllabus in advance, and students should read independently according to the self-study syllabus under the guidance of teachers, and answer the questions and exercises raised in the self-study syllabus after reading. Then the students discuss and correct each other, and the teachers tour and give key guidance. Students solve problems and collect information when they teach themselves. After the students correct each other, the teacher should point out, enlighten or explain the problems, and finally let the students speak and summarize. In this way, teachers should teach students reading methods and conduct reading training. Through continuous training, students' self-study ability can be gradually improved.
5. Flexible handling of "small family experiment" and "optional experiment", "introduction of common sense" and "optional learning content".
Due to the actual conditions of school and family, some "family experiment" students will have difficulty doing it at home. In teaching, we should master flexibly according to the actual situation, adopt the method of combining students and families to overcome difficulties in class, give full play to the advantages of "family experiment" and "choosing to do experiments", and give full play to students' independence and creativity.