Chemistry Training Journal 1 Improve the level of chemistry teaching and education. Years of chemistry teaching have made me realize:
First, we should fully arouse students' interest in learning chemistry.
The ninth grade chemistry is the primary stage of learning chemistry. How to mobilize students' enthusiasm, stimulate students' interest in learning, cultivate students' thinking ability and creativity, and improve teaching quality at this stage can get twice the result with half the effort. In teaching, we can master the teaching rules, teach students in accordance with their aptitude, create scenes by using intuitive, vivid and vivid media, carefully organize the teaching of each class, select some typical, vivid and interesting examples from real life to supplement the teaching materials, expand students' knowledge horizons, and make students feel that learning is a kind of fun and enjoyment, and they can learn actively. In teaching practice, we also deeply realize that students' greatest and most lasting interest in learning lies in whether teachers' teaching methods are attractive. Only when teachers' teaching can attract students' attention, students can understand what they have learned and are interested in learning can classroom teaching be carried out smoothly, teachers' leading role be brought into play, students' initiative be mobilized and better practical results be achieved. Therefore, we attach great importance to the introduction of each lesson in teaching, and introduce new lessons from reviewing old lessons, so that students have a feeling of reviewing old ones and learning new ones, so that the old and new knowledge can be well connected, and the new knowledge is naturally surplus, paving the way for students to accept new knowledge. At the same time, in teaching, insist on facing poor students and giving lectures close to textbooks. When giving lectures, try to make students understand and understand as much as possible. For most students, insist on not talking about difficult questions and digressions, and focus on basic knowledge. The teaching method adopts small steps and step by step, which is easy for students to accept and understand. We control the difficulty of the test questions every time, try to make students feel the taste of pears in one jump, and fully make them feel that learning chemistry well is not unattainable. As long as you are willing to work hard, you will learn chemistry well.
Second, give full play to the role of chemical experiments and strive to improve the quality of teaching.
Chemistry is a subject based on experiments. Experimental teaching can stimulate students' interest in learning chemistry, help them form chemical concepts and acquire knowledge. In contact with students, we often find that students in Grade Three are very interested in chemical experiments. As long as they do experiments in class, their interest will rise sharply. How to use students' psychology to guide them to observe and analyze experimental phenomena, cultivate students' ability to observe and analyze problems, and give full play to the role of experiments in teaching? In classroom teaching, we should make full use of the advantages of chemical experiments and carefully organize experimental teaching. In the demonstration experiment, not only the demonstration operation is carried out according to the basic operation requirements, but also the experimental phenomena are observed purposefully, and some questions are designed for students to observe and think in the experiment, so as to guide students to explore the nature of substances and the laws of their chemical changes according to the experimental phenomena. We also combine the teaching materials to supplement the experiment, enhance the experimental effect, enhance the practicality and interest of the experimental content, and stimulate students' interest in the experiment. Then, through the analysis and comprehensive induction of experimental phenomena, we can give play to students' subjectivity, enhance students' awareness of active participation, and improve their ability to analyze and solve problems.
Third, do a good job in the transformation of poor students to improve the level of education and teaching in a large area.
The work of transforming poor students has a lot to do with teachers' teaching methods. Whether a teacher loves chemistry, devotes himself to chemistry teaching, believes in scientific value system, has teaching philosophy, can feel beauty from chemistry knowledge and teaching process, etc. It is very important for students with learning difficulties to learn chemistry courses well and do a good job in transforming them.
Through this period of online learning, I deeply feel that under the new curriculum standards, chemistry knowledge, teaching methods and students have changed a lot compared with the past. Chemical knowledge is more closely related to modern life science and technology, so the teaching concept should be updated, from imparting knowledge in the past to teaching students how to acquire knowledge. The combination of teaching methods and modern science and technology can improve teachers' teaching level flexibly and efficiently. After studying the new curriculum standard and the new high school chemistry textbook, I found that there are many shortcomings in my teaching. I think we should grasp the following points in the future teaching.
Correctly grasp the standards and requirements of the new curriculum
The teaching requirements of the new curriculum standards are spiraling, and students are not required to achieve all the knowledge at once when it first appears. The new curriculum standard not only strengthens the double basics, but also attaches importance to the cultivation of process and method, emotional attitude and values. Instead of pursuing the rigor and integrity of knowledge system, we should start with important materials in production and life, guide students to pay attention to life and social hotspots, cultivate their sense of responsibility and mission to Scientific Outlook on Development and society, and guide students to learn to cooperate, explore, communicate and express.
Two. Knowledge connection of junior and senior high school textbooks, compulsory and elective textbooks
1, the knowledge connection of junior and senior high school textbooks is mainly the supplement of content, the deepening and perfection of knowledge, and the connection of calculation contents and methods.
2. The connection between compulsory and elective teaching materials
The introduction of compulsory chemistry 1 and compulsory chemistry 2 in senior one leaves a lot of "interfaces" of knowledge and ability for elective modules in senior two. So, what knowledge is arranged in the elective module? How difficult is it? It is also necessary to understand. Otherwise, it is easy to broaden and deepen at will, and the content that should have been studied in the elective module will be "stuck at the end" when necessary, which will increase the burden on students. Due to the limitation of class hours, it is actually impossible to speak clearly, and even the more you speak, the more you accept it (lack of class hours). It seems that the clearer you say it, the less students actually understand the embarrassing situation. For example, the required course of redox reaction 1 is relatively low. For the comparison of oxidizing ability of oxidant and reducing ability of reductant, balancing of complicated redox reaction, complicated calculation and strong learning ability, students with strong interest in chemistry learning should study in depth in elective courses. Another example is ionic equation's writing, because the compulsory 1 does not involve strong electrolyte and weak electrolyte, so the requirements are also low. It is only required to learn the ion reaction equation of strong acid and alkali, and the more difficult thing is the reaction between sulfuric acid and barium hydroxide. If students are trained in the complicated ion reaction in the past, the result can only be counterproductive and make them confused.
Third, get out of the misunderstanding of chemistry multimedia teaching
With the development of modern educational technology, the use of multimedia technology to assist classroom teaching has gradually been widely used in the field of chemistry. The advantages of this educational technology are incomparable to traditional teaching methods. Interesting and intuitive, which is not available in traditional teaching methods. It can fully mobilize the enthusiasm, initiative and creativity of teachers and students, break through the teaching difficulties, thus making it easier to achieve the teaching objectives and enabling students to acquire knowledge in a pleasant and relaxed environment. Therefore, multimedia-assisted teaching has gradually become one of the mainstream teaching technologies.
Fourth, pay attention to the cultivation of experimental ability.
Chemistry is a science based on experiments. There are three types of experiments in teaching materials: demonstration experiment, student experiment and small family experiment. Demonstration experiment can cultivate students' observation ability and thinking ability, master chemical knowledge by analyzing experimental phenomena, and improve students' basic experimental operation skills. Students' experiments and family experiments can not only consolidate relevant knowledge, but also exercise students' experimental skills, stimulate students' thirst for knowledge and help cultivate students' innovative spirit. As a chemistry teacher, everyone knows the importance of chemistry experiment. However, due to lack of funds, there is a serious shortage of laboratory equipment and medicines in our school. There are many new experiments in the new textbook, and some experiments can't be prepared, so many demonstration experiments and student experiments can't be started. In addition, now our school uses multimedia equipment to teach, and teachers can download experimental videos. Nowadays, many teachers' demonstration experiments have become teachers' showing videos, telling experiments, and students watching videos and listening to experiments. The chemistry lab is a little left out. It is impossible to meet the requirements of the new curriculum.
Through this training and study, I deeply realize that our teachers must change their educational concepts, abandon traditional teaching concepts, establish a "student-oriented" teaching concept, and stimulate students' desire for knowledge and practical interest with new teaching methods. It also summarizes some problems in teaching and communicates with peers.
First of all, it is very important for students to take notes.
The content of the textbooks used now is concentrated, but students should not only learn the "essence", but also make the content detailed and complete and increase a lot of knowledge. Therefore, it is necessary for students to take notes and improve various knowledge points. And with notes, it is also important for students to consolidate and review after class. Otherwise, students can't even answer some basic questions.
Second, pay attention to the memory of basic knowledge.
Some people say that chemistry is the simplest subject in science, but I think chemistry is a science, but it is like a liberal arts. There are many things to remember, such as element symbols, atomic groups, valence, ion symbols, chemical formulas, chemical equations, and many concepts, definitions, laws, principles and so on. This knowledge is gradually introduced to students in the new class, and then summarized after a period of time. In particular, chemical equations occupy a certain proportion in the examination, which requires students to pass the examination.
Third, choose teaching methods according to the teaching materials and students' reality.
It is far from enough to rely on one's enthusiasm for work. For many students, they understand it as soon as they listen to it in class, but they are confused after class. When doing exercises, they have no idea at all. Some people also report that each class has more content and the class is a little fast. But I don't go to school very quickly, which is a normal teaching progress. What's the problem? Later, through the investigation of students, it was found that many students only understood in class, did not review in time after class, did not remember what they should remember, and did not consolidate their knowledge, so the more questions piled up, the more students felt that they could not remember, let alone comprehensively use them. In this way, students have a fear of difficulties and find it difficult to learn chemistry well. In view of these situations, I have taken the following measures:
(1) In teaching, strengthen the connection between interest and old and new content, introduce the old and talk about the new and retro.
(2) Through comprehensive comparison, sum up knowledge, achieve mastery through a comprehensive study, and reveal laws. For example, after learning how to make oxygen and carbon dioxide in the laboratory, the principles, devices, steps, collection methods, inspection methods, full inspection methods and precautions of making these two gases in the laboratory are compared.
(3) They are afraid of difficulties, hardships and tiredness, and they are afraid that their efforts will not be rewarded. I specially arrange time for them to remember, review some knowledge, and then find some related topics to practice. In this way, most students can finish those problems quickly. This result makes them feel that chemistry can still be learned well.
In addition, don't try hard to catch up with the progress in teaching, otherwise it will cause students' "indigestion". Even some students can't keep up and lose confidence in learning chemistry well. In teaching, we should persist in facing all students, closely follow the teaching materials, pay attention to basic knowledge, and don't talk about difficult problems and digressions. Strive for a step-by-step teaching method to make students easy to accept and understand, pay attention to controlling the difficulty of each test, let most students stand on tiptoe to pick peaches, and fully make students feel that learning chemistry well is not unattainable.
Journal of chemical training 4 1. Analyze the basic situation of students, teach students in accordance with their aptitude, and teach students in accordance with their aptitude.
Judging from the final exam last year, these students have uneven foundations, some have solid foundations and good grades. Of course, there are also some students who have not developed good study habits and behavior habits. In this way, it is necessary to teach students in accordance with their aptitude, so that students can continue to develop and progress on the original basis. Overall situation analysis: the polarization of students is very serious, the proportion of secondary school students is not large, and some students are not enthusiastic about learning and do not seek progress. Most top students are enthusiastic about learning, but their ability to analyze problems, calculate and operate experiments is seriously inadequate, especially in terms of knowledge expansion and comprehensive ability. In view of the above characteristics of students, I focus on grasping the basic knowledge of students when reviewing by classification.
Second, stimulate students' interest in learning, attach importance to teaching routine work, and improve the results of the senior high school entrance examination.
(1) Do a good job in routine teaching.
1, carefully study the textbooks and the instructions for the senior high school entrance examination, understand the basic ideas, basic concepts, every sentence and word in the textbooks and the instructions for the examination, understand the structure, key points and difficulties of the textbooks, master the logic of knowledge, be able to use it freely, know what materials to supplement and how to teach it well.
2. Strengthen the management of classroom teaching methods, return the classroom time to students, and return the initiative of learning to students, so that classroom teaching can truly become a place for students to study, explore and cooperate under the guidance of teachers, but the effect is not very good. Completing a task requires students to spend more time, which leads to the failure of the teaching objectives of this course.
(2), do a good job in training and improving quality.
For some students with partial subjects, guide them to strengthen constantly, break through the key points, help them build up their self-confidence and enhance their interest. Also keep in close contact with the class teacher, keep abreast of the learning situation of the students with partial subjects, make suggestions for them, solve difficulties, and use their spare time for individual counseling to open a "small stove". Promote students' all-round development and lay a good foundation for entering key high schools. In the transformation of underachievers, we should respect their personality as much as possible and give priority to praise. When talking with them, you should show deep understanding and respect for their situation and ideas, discover and tap their bright spots, so that you can like teachers and learn the courses you have taken, and your grades will naturally improve.
(3) Do a good job in reviewing and preparing for the exam.
1, catch up. Complete all courses before the end of March and enter the general review.
2. Pay attention to the review of "double basics" knowledge and dig deep into its connotation and extension. Strive to improve the efficiency of review. Efficient review should activate students' stored basic knowledge, expand and improve it appropriately on this basis, and encourage students to dare to try and explore the knowledge content that has not been touched.
3. Pay attention to the analysis of problem-solving process, master the characteristics of problem-solving procedures and thinking modes of different types of questions, summarize different problem-solving methods, and form the ability structure.
4. Develop the good habits of careful examination of questions, active thinking, self-doubt-solving, and accurate expression, and cultivate good thinking quality.
5. Attach importance to the connection and application of relevant subject knowledge and problem-solving methods.
6. Strengthen the review of weak links in experiments and improve the ability to solve comprehensive experimental problems.
7. Do a good job of time allocation in each review stage.
(4) Attend and evaluate classes actively, and learn teaching methods from peers with an open mind.
In terms of teaching exchange, actively participate in classroom teaching and research activities in which teachers of the same subject observe each other. I also went out of the campus and participated in the seminar and review class of the senior high school entrance examination with other brother schools, which broadened my horizons, increased my knowledge, learned from others and improved my teaching level.
Chemistry Training Log 5 This year, I undertook the chemistry teaching in Class 3 (1), (2) and (3), which can be said to be a long way to go. Chemistry, as a basic subject, has its own characteristics in junior high school teaching courses, but also has universality consistent with other disciplines, that is, junior high school chemistry is based on experiments, emphasizes the connection with life and production, and is theoretical at the same time. To some extent, this makes chemistry both interesting and abstract. Therefore, in the actual teaching process, how to stimulate students' interest in learning chemistry and further improve the quality of junior high school chemistry teaching is particularly important. Based on years of teaching experience, the author summarizes the following points.
First, be prepared to step into the hall of chemistry and stimulate interest in learning.
Comenius said: "Interest is one of the ways to create happy and bright teaching." Experience tells us that it plays an important role as a stepping stone to enter a certain subject in order to fully arouse students' enthusiasm for learning it. The same is true of chemistry teaching, aiming at the age characteristics of junior high school students-curiosity. Therefore, making the first chemistry class lively and interesting will greatly increase students' interest in learning. If you want to have a good introduction class, you must first carefully design and prepare. If the introduction class tightly clasps the students' heartstrings, the effect is certainly much better than the straightforward narrative.
Second, discover the charm of chemistry in real life and keep students' interest in learning chemistry.
In the new curriculum reform, we find that the teaching reform has focused on letting students practice life. Students have a strong interest in learning chemistry, how to keep it for a long time, and how to make students change from being interested in chemistry to loving chemistry learning? This requires teachers to combine the teaching content in the classroom, so that chemical knowledge can be linked with real life, industrial and agricultural production, and real chemical phenomena can be found in real life.
Third, change the teaching methods in time and adjust the classroom atmosphere.
An excellent teacher should not only have solid subject knowledge, but also always know how to spread this knowledge to students through appropriate channels, so that students can stay within the scope of their teaching and prevent students from being distracted, fidgeting or ready to doze off during the learning process. Therefore, how to grasp the teaching process is an extremely important issue. In the actual teaching process, according to the author's years of experience and combined with students' learning characteristics, some teaching methods can be appropriately changed, which can appropriately alleviate the noisy emotions in the learning process. Clever use of stories, poems, metaphors and idioms to attract students' attention will greatly change the classroom atmosphere and teaching effect. Doing so can stimulate students' excitement and keep them in class.
Fourth, exert the charm of chemical experiments.
In teaching, we should insist on introducing wonderful experiments, grasp students' heartstrings, arouse students' interest by asking questions, and promote students' high spirits. Invest in learning with a positive attitude and inspiring spirit. In the teaching process, students must be considered to seek answers to questions through various channels (experiment, operation, observation, design, discussion, etc.). ) to further explore the interest in new knowledge, the whole process should be inspired and induced by teachers, with thinking as the main line, audio-visual combination and entertaining. Let the students use their mouths, brains and hands. Mobilize a variety of senses to participate in perceptual activities and stimulate interest in exploring chemical knowledge. In the introductory class, the color and state changes of magnesium bars before and after combustion, and the dazzling white light emitted during combustion; Copper turns from red to black when heated. The experimental phenomena such as crystal drops, gas generation and clarification of lime water turbidity on the test tube wall left a deep impression on the students. Make students have a strong interest in chemistry.
Fifth, help students break through difficulties. Further enhance students' interest in learning chemistry
Chemistry is a trivial subject. There are many knowledge points to remember, but there are also many difficulties. The difficulties in junior middle school chemistry generally refer to: chemical terminology, calculation of molten metal, mutual transformation between inorganic substances and so on. Even if a student has a high interest, once he is stumped several times, his interest will be greatly reduced, thus affecting his academic performance. Therefore ... it is very important to help students break through difficulties and knowledge differentiation points. Teachers can grasp this difficulty in the learning process in the actual teaching process and make a systematic summary, so that students can get twice the result with half the effort in the learning process.
6. Appropriate encouragement and praise have great impetus to students.
In junior high school chemistry teaching, success means that students get progress and praise in their studies. Therefore, the teacher's praise and affirmation is particularly important, especially for those students with learning difficulties to achieve a good result. A teacher's praise and appreciation, even a trusting look, will give them infinite strength and make them excited. Teachers should not only encourage outstanding students to a higher level, but also pay more attention to developing the potential ability of underachievers. Teachers should provide them with opportunities for success as much as possible, fully trust, respect and care for them, praise and encourage their little progress, so as to enhance their self-confidence in overcoming difficulties.
In short, in teaching, the stimulation and cultivation of interest, the persistence and extensiveness of interest are interrelated and interdependent. As long as they are organically combined and skillfully applied to specific teaching work, students can not only master knowledge, but also develop their intelligence and improve their ability.