As an excellent chemistry teacher, we often need to use teaching plans. Compiling teaching plans helps us to understand the content of teaching materials and then choose scientific and appropriate teaching methods. The following is the chemistry teaching plan of the first volume of the third grade that I arranged for you. Welcome to consult.
The third grade chemistry teaching plan Volume 1 1 teaching objectives
Understand the importance of carbon dioxide in natural life activities;
Understand the physical properties and uses of carbon dioxide through classroom demonstration experiments;
Grasp the chemical properties of carbon dioxide through experiments and experimental analysis;
Understand the use of limestone in real life.
capability goal
Learn the method of understanding the nature of matter through experiments;
Improve the ability of experimental inquiry.
Affective goal
Cultivate students to observe the existence and use of carbon dioxide from the perspective of life, and then analyze its use from the perspective of society to understand the relationship between chemistry and society;
Contact with life activities and understand the importance of carbon dioxide;
By introducing carbon dioxide, one of the greenhouse gases, the awareness of environmental protection has been enhanced.
Teaching suggestion
Knowledge explanation and guidance
1. It is suggested that the physical properties of carbon dioxide should be based on exploratory learning, so that students can get the properties of carbon dioxide according to experimental phenomena, instead of the teacher talking about the properties of carbon dioxide first and then doing experiments for students to verify.
2. As for the teaching method, it is suggested to focus on speaking, guide students to observe and discuss the specific properties of each point of carbon dioxide with students.
3. For the chemical properties of carbon dioxide, while emphasizing incombustibility and reacting with water to generate carbonic acid, it helps students to understand the important use of carbon dioxide in fire fighting.
4. The reaction between carbon dioxide and clarified limewater is no stranger to students. However, it is not appropriate to say that carbon dioxide and calcium carbonate react once to get calcium bicarbonate, which will only concentrate the difficulties and increase the difficulty of students' study.
Introduce classroom guidance
Method 1: The temperature on the earth is rising gradually recently. What causes the temperature on the earth to change so much? This is carbon dioxide at work. Today we are going to learn the nature of carbon dioxide.
Method 2: A paper reported that a farmer in a rural area dug a well, about 14, 5 meters long, because the migrant workers were lighting underground during construction, and their families didn't know it. One day, his eldest daughter wanted to see if there was water in the well, so she got off the ladder. As a result, nothing happened for a long time, and the second daughter and a neighbor boy followed. As a result, three people died in the well Why is this sad?
Teaching material analysis with carbon dioxide properties;
As a gaseous compound, carbon dioxide is no stranger to students. Both incoming fresh air and exhaled polluted air contain carbon dioxide. Although students have a certain understanding of carbon dioxide in real life, they are scattered and unsystematic. Through this kind of teaching, the existing knowledge in students' minds is systematized and networked. Connect with the previous material learning and weave into a knowledge network. Through the study of this section, students can improve their understanding of the role of carbon dioxide in nature and life activities.
Learning carbon dioxide after oxygen and hydrogen is no stranger to students in terms of learning procedures. For example, the study of matter begins with its physical and chemical properties and ends with the study of its use. Physical properties mainly include color, taste, state, solubility, density, melting point and so on. Carbon dioxide is a familiar substance to students. In teaching, we should give full play to students' main role, use their familiar knowledge to stimulate learning interest, improve learning confidence and tap learning initiative.
This section focuses on the knowledge teaching of the nature of carbon dioxide. The important role of chemical experiments in the formation of students' knowledge should be fully utilized in teaching. Experimental inquiry plays an important role in stimulating students' interest in learning and improving their learning ability.
The knowledge teaching in this section is not difficult. Most of the contents are familiar to students, or they have been exposed to the knowledge of primary school nature and junior high school biology. We should fully realize this in teaching and choose teaching mode and teaching method.
Teaching suggestions on the nature of carbon dioxide;
Make full use of the important role of chemical experiments in students' learning material properties and forming chemical knowledge. Using experiment to explore teaching mode.
According to different school conditions (students, experimental conditions), the properties of carbon dioxide are studied by different open experimental inquiry methods.
Group discussion learning mode is adopted.
Learn carbon dioxide from real life and production.
Course end guidance
According to the nature of carbon dioxide, guide students to learn the use of carbon dioxide and review its nature from the use.
Extracurricular experimental guidance
If conditions permit, dry ice can be used to prepare carbon dioxide, which can avoid the interference of hydrogen chloride gas produced by hydrochloric acid and limestone and make students know more about the physical and chemical properties of carbon dioxide. It is suggested that the solubility experiment of carbon dioxide should be supplemented with U-tube, so as to lay a good foundation for the reaction between carbon dioxide and water and make the transition natural.
Chemistry Teaching Plan for Grade Three, Volume 1, 2, 1. Speaking of teaching materials
(A) the status and role of teaching materials
The section "Elements" is the content of the fourth unit of the ninth grade experimental textbook of the compulsory education curriculum standard of People's Education Press. This lesson consists of three parts: introduction to elements, symbol of elements and periodic table of elements. Prior to this, students have learned the atomic structure, paving the way for the transition to this course, and laying a good foundation for students to understand elements from the perspective of microstructure and unify their understanding of macro-composition and microstructure of matter. This section is an indispensable part of the later chapter "Ions", so it plays a connecting role in the whole textbook.
(B) Teaching objectives
Under the guidance of the new curriculum reform concept, combined with the analysis of teaching materials, I have formulated the following three-dimensional teaching objectives:
1, knowledge and skill goal: to understand the concept of elements; Understand the meaning of element symbols, learn the correct writing of element symbols, and gradually remember some common element symbols; A preliminary understanding of the periodic table of elements.
2. Process and Method Purpose: Through the education of the discovery history of the periodic table of elements, we can experience the general process and method of scientific inquiry.
3. Emotional attitude and values goal: Explore the regular relationship between elements through the periodic table of elements, and educate students on dialectical materialism-the idea that quantitative change leads to qualitative change.
(C) Teaching focus and difficulties
According to the analysis of teaching materials and teaching objectives, the key points and difficulties of this lesson are determined as follows:
Teaching emphasis: master the meaning of element symbols and the periodic law of elements.
Teaching difficulty: understanding the concept of elements
Second, talk about learning.
For the ninth-grade students, after a period of study, they have accumulated certain chemical knowledge and macro-composition of matter, but they have not deeply understood the microstructure of matter, and their logical thinking ability in chemistry needs to be improved. Students in this grade are active in thinking, eager for knowledge and curious, and are in the transition stage from image thinking to abstract thinking. Therefore, intuitive methods are often used to guide students' learning in the teaching process.
Third, oral teaching methods
Based on the principles of "teaching students in accordance with their aptitude" and "teaching has its own method, but there is no definite method", combined with the analysis of teaching material analysis and students' actual situation, I have determined the teaching methods of this course as follows: explanation method, conversation method and guided discovery method.
Fourth, the methods of speaking and learning
Under the guidance of the new curriculum standard concept, combined with the content of this lesson, I will determine the learning method of this lesson as: independent inquiry, cooperative communication.
Fifth, talk about the teaching process.
(A review of the introduction
The teacher guides the students to review what they learned in the last class by asking questions. This paper summarizes the composition of atoms and the relationship between several particles (anions, cations, atoms and molecules) that make up substances, and emphasizes the quantitative relationship: proton number = nuclear charge number = extranuclear electrons number. Atomic structure is the basis of this knowledge learning. Before the new class begins, review the contents about atoms, strengthen the connection between old and new knowledge, and lay a good foundation for knowledge transfer.
(2) Newly awarded
Use familiar things, photos or pictures in students' daily life, including drugs (fluoride toothpaste, iodized salt, calcium gluconate, various vitamin complex agents, etc.). ), all kinds of mineral water, volume, all kinds of food packaging. By reading and comparing the information given by these items, students can understand the types, contents and functions of the elements in the logo.
Compare several substances familiar to students, o? , O3, H2O, H2O2 and other substances all contain the chemical symbol O, which leads students to realize that they all contain oxygen atoms, but their properties are different. This leads to the concept of elements. Let me explain.
Ask the students to list examples similar to atoms and elements in their lives to help the group understand the concept of elements. For example, 26 English letters of countless English words can be combined, and children's toy building blocks of many different buildings can be built with a limited number of integrable pieces, etc., which shows that elements can form a variety of substances. This led to the discovery of 100 elements, which constitute a colorful and diverse material world.
Students read the textbook Figure 4-4, "Content (mass fraction) of various elements in the earth's crust", and come to the conclusion that the content of various elements in the earth's crust is more or less different. The contents of oxygen, silicon, aluminum and iron are relatively high, while the contents of hydrogen, nitrogen and potassium, which are closely related to biology, are relatively low. Guide students to consciously observe and remember the first four elements (oxygen, silicon, aluminum, iron), and point out that the elements closely related to biology are insufficient, so it is necessary to apply chemical fertilizers appropriately to improve the output of crops such as grain and ensure the needs of human survival.
Divide the students into groups, explore cooperatively and complete the discussion questions in the textbook P7 1. Guide students to analyze that in chemical reactions, molecules change, but the types of elements remain the same. Through this form, students can deepen their understanding of the concept of elements.
Students independently read the relevant contents of the textbook and the materials on pages 75 and 76, and introduce the contents of the element symbols. Lead the students to discuss: Why use element symbols? What is its writing rule? Therefore, students can understand the important role of element symbols, practice and remember the writing of element symbols, emphasize the matters needing attention when writing element symbols, and prepare for further study of chemical formula.
The periodic table of elements comes from the classification of goods in supermarkets. Students have a preliminary understanding of the composition of the periodic table of elements, the significance of each number in the table, the contribution of chemist Mendeleev and the important role of the periodic table in chemical research. They practiced using the periodic table by completing 1 on page 76 of the textbook. The discovery history of the periodic table of elements itself is a living history of scientific inquiry. By presenting supplementary materials, students can be guided to discuss and realize that scientific inquiry should also pay attention to the integrity of science.
The materials are as follows: Xinhua News Agency, July 20, 2008, 15, Lawrence Berkeley National Laboratory of the United States publicly admitted that the experimental data of two overweight elements (namely 1 16 element) discovered by the laboratory in 1999 were "fabricated". This achievement is listed as one of the "Top Ten Scientific and Technological Progress in the World from 65438 to 0999", but the research teams in Germany, France and Japan cannot repeat the experiment, and Lawrence Berkeley National Laboratory cannot produce this element when it repeats the experiment itself. After analyzing the original data, they found that an important index in the experiment was simply false, so they withdrew their research conclusion three years ago.
This topic can guide students to understand science from different angles. Specifically, the incident can help students better understand the nature of science and improve their scientific literacy from the following three aspects.
(1) Scientists are human beings. Guiding students to look at the process, limitations and problems involved in scientific research from multiple angles will help them get rid of the simple understanding of science and make them realize that although scientists have made contributions to human development, they are still human in their scientific work, not completely objective and rational, and scientists will make mistakes.
(2) Science is a dynamic process of seeking truth. "Improper scientific behavior" tells us that the achievements of scientific research are constantly being tested. Science does not always make mistakes, but it is precisely because science must be based on objective existence and has a self-correcting mechanism. All acts of fraud will eventually be exposed by colleagues in the scientific community and will be discredited. Scientific misconduct can mislead scientists. Their research work will endanger the development of science, and some will even harm human life.
(3) Scientific experiments that draw facts should be repeatable. If it is not repeatable, science cannot accept it, and repeatability is the most fundamental standard of science. Through this kind of education, students can better understand the importance of observing, recording and collecting evidence in scientific learning, especially in the process of experiments, so as to deepen their understanding of scientific research.
Organize students to explore in groups, and I will guide them. Let the students observe what elements are at the beginning of each cycle, what elements are near the end, and what front elements are at the end, showing the regular relationship between elements. Does it have anything to do with the name "periodic table of elements"? After that, the teacher explained and asked the students to clarify the rules. Through this form, students can deepen their understanding of the periodic table of elements and master its laws.
(3) Expand the application
Conditional schools can lead students to visit geological museum, so that students can understand the existing forms of several elements in the earth's crust by observing rock specimens and various mineral specimens. In addition, students can also find the trademarks of some commonly used drugs, foods or daily necessities, find out the differences between them, compare their positive and negative effects on the human body after use, and realize the importance of rational use of chemicals.
(4) class summary
Ask the students to sum up what they have learned in this class and try to talk about the relationship between real life and what they have learned in this class.
(5) Transfer
1. Finish the exercise on page 77 of the textbook.
2. Consolidate and review the knowledge learned in this lesson: elements, symbol of elements and periodic table of elements.
Sixth, talk about blackboard design.
(1) element: the general name of a kind of atoms with the same nuclear charge number (that is, the number of electrons in the nucleus).
(b) Symbols of elements: writing rules
(iii) Periodic Table of Elements: laws
The third teaching goal of the first volume of the third grade chemistry teaching plan
1. Knowledge and skills:
(1) Know that fossil fuels are important natural resources of human beings and play an important role in human life; At the same time, I know several main products of petroleum refining and their uses.
⑵ Understand the energy change in chemical reaction and the importance of full combustion of fuel.
Process and method: Through some inquiry activities, we can further understand and experience the process of scientific inquiry.
3. Emotional attitudes and values:
Understand the non-renewable nature of fossil fuels, understand the importance of rational exploitation and economical use of fossil fuels, and pay attention to environmental protection issues.
Emphasis and difficulty in teaching
1. Three major fossil fuels: coal, oil and natural gas.
Energy changes in chemical changes.
teaching tool
Multimedia equipment
teaching process
Introduce a topic
Play pictures of life and ask questions:
1. What fuel is used for cooking, cooking and bathing at home?
2. What fuels do cars, ships, planes and tractors use?
3. What fuels do steel mills and hot-spot factories often use?
(Play the formation process of coal, oil and natural gas with multimedia)
Contact the existing life experience while watching and think:
Wood, coal, natural gas. . .
Gasoline, diesel. . .
coal
Read the textbook, watch the video and answer the questions.
Fossil fuels: coal, oil, natural gas, etc. are formed by the remains of ancient creatures through a series of complex changes. Let students contact and care about life, start with existing experience, introduce new knowledge, and emphasize the connection between old and new knowledge in learning. Let students know about life, society, types of fuels, formation process and uses of fossil fuels.
Knowledge expansion
1. Is the coal pure or mixed?
2. What are the products of coal decomposition?
3. Is the process of coal decomposition a physical change or a chemical change? Why?
Play video: the use of coal
Students watch the video with questions.
Students discuss and answer questions:
1, mixture
2, coke, coal tar, gas
3. Chemical change, because carbon generates new substances before and after the reaction: coke, coal tar and gas.
Stimulate students' interest in learning and mobilize their thinking.
1. Can oil be directly used as fuel? Why not use oil as fuel directly?
2. Is the oil pure or mixed? Why?
3. According to what principle is oil refined?
Play a video: the use of oil
Introduce the use of oil.
Students watch the video with questions.
Students discuss and answer questions:
1, no, because it wastes resources, is uneconomical and unscientific, and should be comprehensively utilized.
2, mixture, because it contains a variety of ingredients.
3. It is a physical change according to the different boiling points of each component in petroleum.
Let the students say the products refined by petroleum and their uses.
Stimulate students' interest in learning and mobilize their thinking.
transport
Projection: offshore oil production and natural combustion
Export natural gas
Let the students know that natural gas is mainly gaseous hydrocarbons composed of carbon and hydrogen, the most important of which is methane.
Coal, oil and natural gas are all formed by the remains of ancient creatures that have undergone complex changes for hundreds of millions of years, so they are called fossil fuels and are non-renewable.
1, a large number of human exploitation will eventually exhaust fossil fuels.
2. Fossil fuel is an important natural resource of human beings and plays an important role in human life; Because fossil fuels are non-renewable, we must rationally develop and economize on the use of fossil fuels.
Improve students' awareness of environmental protection, save energy and develop new energy.
Chapter 4: Oxygen is a typical nonmetallic simple substance. Through the study of this lesson, students are mainly helped to understand the physical properties of oxygen, learn to observe and describe the burning phenomenon of substances in oxygen, sum up the characteristics of the chemical properties of oxygen, understand the main uses of oxygen, understand the relationship between oxygen and human beings, and cultivate students' awareness of caring for green plants. At the same time, through experimental inquiry, we can further feel the general process of inquiry, experience the fun of inquiry, feel the wonder of chemical changes, stimulate students' interest in learning chemistry, initially learn some operational skills of chemical experiments, and learn to observe, compare, analyze and summarize in experiments.
Oxygen is one of the main components of air. Although students are familiar with it, they don't know much about it. In order to stimulate students' curiosity and help them understand oxygen-related knowledge in depth, I first introduce the topic with suspense caused by asking questions. Due to students' lack of perceptual knowledge, some physical properties of oxygen are abstract, such as the solubility of oxygen and the three states of oxygen. Through concrete examples and watching pictures, I help students intuitively understand the physical properties related to oxygen and improve their learning enthusiasm. When guiding students to explore the chemical properties of oxygen, on the one hand, I introduce the experimental operation method and point out the relevant safety precautions, on the other hand, I guide students to observe and compare the combustion phenomena of several combustible substances in air and oxygen, and summarize the chemical properties of oxygen. Finally, let students guess the use of oxygen from its nature, let students realize that the nature of matter determines its use, and let students know the promotion of oxygen to production, life and scientific and technological development. The whole class is connected by a series of interlocking questions, so that students' curiosity can be satisfied and happy in the deduction of germination and solution. In solving these problems, I adopted a variety of teaching methods, such as self-study, group discussion, expression and communication, experimental inquiry and so on. Through these activities, I created opportunities for students to communicate and cooperate. Students experienced the joy of success in cooperative learning and promoted their positive thinking in the interaction between teachers and students. In class, students' enthusiasm for learning is high and the atmosphere is active. In class, I also use pictures to show the three-state objects of oxygen and the use of oxygen in production, life and scientific research in front of students, which enriches the classroom content and improves students' desire to learn.
Through the teaching of this class, I have realized the vitality and vigor brought by the chemistry curriculum standards to the classroom, and have a deeper understanding of the viewpoint that the curriculum standards emphasize close to students' life and social reality, starting from the students' existing knowledge and experience. At the same time, I deeply realize that chemical experiment is the main form of scientific inquiry, and scientific inquiry is an important practical activity for students to actively acquire chemical knowledge, understand and solve chemical problems. Only through personal experience and experiential inquiry activities can we stimulate students' interest in learning chemistry, enhance their feelings for science, understand the nature of science and improve learning efficiency.
Last week, I conducted the third teaching activity of controlling oxygen intake. I mainly discuss with students how to make oxygen. First, let students know the important role of oxygen in our production and life, and then let students recall which methods can get oxygen according to their own experience. For this problem, most students think of photosynthesis, and very few students can think of separating air. At this time, the question is raised: Are these methods suitable for making oxygen in the laboratory? Remind students of the requirements of making gas in the laboratory. So as to analyze the reasons why the laboratory can't use these methods to make oxygen with students.
As for the method of making oxygen in the laboratory, through the experimental exploration in the book, we can draw a conclusion from the comparative experiments that hydrogen peroxide is usually decomposed to make oxygen under the catalysis of manganese dioxide. Through this experimental exploration and comparative experiments, it is proved that manganese dioxide is the catalyst of this reaction, which strengthens the concept of catalyst and leaves a deep impression on students. Teaching practice also proves that this design conforms to students' cognitive rules and existing life experience, and students have a good grasp of knowledge.
After the experimental drugs are determined, the experimental principle will be emphasized, and students will be required to choose the reaction device according to the experimental drugs and reaction principle. This is the first time that students systematically understand the preparation of gas. According to the experimental principle, they choose experimental devices (divided into gas generating devices and collecting devices). Specifically, the selection basis of generating device and collecting device (solid-liquid normal temperature type and solid-solid heating type are shown in the form of wall chart). After the analysis, they will carry out experiments, discuss the specific operation steps with the students, and then prepare for the experiment together. The students are interested, active and impressed.
Through teaching practice, it is proved that this arrangement makes students have clear thinking and logic when learning the preparation of gas. The results of after-class exercises show that this class has high efficiency and solid knowledge, which lays the foundation for the subsequent study of carbon dioxide preparation and makes the classroom teaching sustainable. However, there are still many shortcomings: the grasp of teaching objectives and key points needs to be further improved. This section focuses on the preparation of oxygen, that is, the general idea and method of material acquisition. "Catalyst" is a basic concept and a difficult point in this class, but it is not a good breakthrough in teaching. Moreover, the time arrangement is not good, and students spend too much time making oxygen, resulting in no time to learn from the strengths of others and reflect on their own shortcomings.