#courseware# The production of introductory courseware itself is a reflection of the author's comprehensive quality. It shows the producer's grasp of the direction of education, teaching, and teaching material reform, his understanding of classroom teaching, and his understanding of modern educational technology. comprehend. Therefore, when designing courseware, teachers must thoroughly understand the teaching content and design a plan that is suitable for teaching and use it in the courseware. Below is the chemistry teaching design courseware compiled and shared. Welcome to read and learn from it. I hope it will be helpful to you!
1. Chemistry teaching design courseware
Although all the teachers in our teaching and research group have many years of chemistry teaching experience and have accumulated certain experience, in the face of the new teaching materials of the curriculum reform, Everyone is a newbie. First of all, we seriously participated in the new textbook training organized by the County Education Bureau. Although it was a hot summer, despite the long distance and inconvenient transportation, we studied seriously from beginning to end. Next, we read through the entire textbook to understand the overall context and layout of the textbook, which is very beneficial to the overall grasp of teaching. For example, Chapter 1 "The Charm of Chemistry" focuses on cultivating students' interest in learning chemistry, perceiving the close relationship between chemistry and life, and understanding the most basic general methods of learning chemistry. In this way, when we implement the teaching of Chapter 1, we put the emotional goals in a more prominent position. In the third step, we will discuss the lesson plan collectively. After the division of labor, one teacher will give the lecture, and then the group will supplement and modify it. Often, the lesson plan that comes out at the beginning is still very old (it is difficult to get used to it), but after collective discussion, the lesson plan will definitely have development, breakthroughs, and new ideas. Everyone I feel that the energy of collective wisdom is great.
1. "Filling the gaps" in the new textbooks allows students to develop their intelligence
There are many "gaps" in the new textbooks, and some gaps are the result of experiments. , conclusions, and some explanations of problems, which are obviously different from the old textbooks, and we began to feel very uncomfortable. We have repeatedly discussed how to "fill" these "gaps". If we tell the students directly, then the author's intention is to ask us teachers to fill in the blanks. This is obviously a misunderstanding. We carefully studied the second-term curriculum standards and realized that this is a space left for students to develop, and it must not simply be replaced by teachers. Therefore, for the discussion of issues arranged in the textbook, we carefully organize students to discuss and communicate, and try to solve them by the students themselves. The experiments arranged in the textbook are either demonstrated by the teacher or completed by the students, and then summarize the phenomena and draw conclusions. Even small home experiments encourage students to try and then communicate. However, experiments are affected by many conditions, and the phenomena and conclusions obtained by each may be inconsistent. So how to face the exam? We organize students to analyze the reasons, and then draw more objective (consistent) conclusions, and generally require students to record them in textbooks for review and consolidation (after all, exams are inevitable). The process of "filling the gaps" in teaching materials is a process of leading students to explore, a process of students acquiring knowledge and developing abilities. If new teaching materials are used well, students will definitely develop well.
2. Change learning methods and let students learn to learn
If students still learn new textbooks in a receptive learning method, they will encounter a lot of "inconveniences." Because compared with old textbooks, the "acceptable" content has been significantly reduced, and the system of textbooks does not present all knowledge to students readily, so students are forced to change their learning methods. First of all, teachers are forced to train students to change their learning methods and transform receptive learning into exploratory learning. In the classroom, teachers should let students decide the direction of inquiry and choose their own methods. During this process, teachers should discover their "results" in a timely manner and help students make necessary self-evaluations and self-adjustments. When students obtain preliminary results, Teachers should urge students to conduct self-examination and self-reflection. When encountering difficulties in inquiry, teachers should not directly tell students the methods and answers to solve problems or give too many reminders. Instead, they should serve as an encourager and inspirer, giving appropriate instructions. Instruct students to think, and truly allow students to take the initiative to solve problems. At the same time, in the process of advocating students' subjective learning, we should strengthen the cultivation of students' awareness of cooperation, increase communication and communication skills through expression and performance, understand other people's opinions or practices, and be good at reflecting on their own thoughts and practices to make judgments. , which can not only improve students' current learning level, but also cultivate basic survival and development abilities that are indispensable for moving towards a harmonious society in the future.
3. Grasp the characteristics of the subject and improve learning ability in experiments
The new chemistry textbooks grasp the characteristics of chemistry as an experimental subject under the guidance of theory. In terms of experimental teaching, It gives students ample space for development. Small home experiments require students to learn to use local materials, experience the interest in chemical experiments, and understand the close connection between life and chemistry. Therefore, we generally do not give up these experiments easily and assign students to do them at home. , and the teacher also does it at home, and then communicates about the experimental situation and understands the purpose, principle, phenomenon and conclusion of the experiment. Experimental design is a new high requirement put forward by the new textbook. Even to complete a very elementary design, students are required to have a certain cognitive basis for experimental principles, a preliminary understanding of the functions of experimental instruments, and a certain understanding of the combination of experimental devices. A certain amount of experience and a sense of innovation.
So what seems to be a simple design is also an advanced comprehensive activity. The requirements for experimental teaching of new textbooks are just like the four steps proposed by Mr. Tang from the County Teaching and Research Office in the lecture on "Interpreting New Textbooks": Do you know how to do it? Learn how to do it? Understand why this is done? Think about what else you can do? The first two steps are to cultivate students' hands-on and collaborative abilities. The third step requires rational thinking (not just being able to do the experiment), and understanding the use of each instrument (device) and the operation of each step of the experiment. The fourth step is innovation, which is a high level of thinking.
The two short-answer questions in this year’s high school entrance examination are both experimental carriers. One question is the process of experimental exploration. Some problems were solved (removal of Na2CO3 impurities in NaCl), and new problems were discovered (new impurities were introduced), which led to further exploration and new solutions. The first question introduces all the equipment and the whole process of preparing oxygen and measuring its volume in the laboratory. It requires students to answer certain questions in the experiment and summarize the purpose of this experiment on the basis of understanding the experiment (instead of filling in the previous questions first). Purpose), requiring candidates to fully understand the experiments completed by "others (questions)" in order to answer the questions correctly. I think this reflects the direction of experimental teaching in curriculum reform.
Through the two years of practice of teaching the new textbooks, I have a profound experience: the new textbooks allow us to change the model of classroom teaching, let students learn to learn, and provide a platform for students to develop in an all-round way. As long as we are diligent in learning, diligent in thinking, bold in practice, and constant reflection, while students will develop, teachers themselves will also develop.
2. Chemistry teaching design courseware
1. Analysis of the current situation of analytical chemistry teaching
At present, the teaching process of analytical chemistry courses There are still many unsatisfactory aspects, the specific manifestations are:
The content of the analytical chemistry textbook is based on the four equilibrium theories of chemical reactions to describe four types of titration analysis methods. The course content is similar to There is quite a lot of repetition in the content of inorganic chemistry; in analytical chemistry, learning to correctly sample and pre-process is the core of problem solving. However, in the teaching of theoretical knowledge of analytical chemistry, it often focuses on teaching quantitative analysis methods of samples, while Less information is given on how to collect and process analytical samples and how to process analytical results. The accuracy of analytical results is closely related to the correct collection and preprocessing of samples. If there is a lack of knowledge on the correct collection and preprocessing of samples, some students will face difficulties. When dealing with specific samples, we are helpless and cannot apply the analytical methods we have mastered; in this part of the experiment, there are more confirmatory experiments and fewer comprehensive design skills training experiments, which is not conducive to cultivating students' thinking and innovation; there are serious problems in teaching methods. Theory over practice; emphasis on knowledge over methods. The teacher is a one-man show. Students passively accept knowledge and are not very motivated to learn. They quickly forget the knowledge learned in class due to lack of thinking; the evaluation and assessment methods are single and do not emphasize process learning. Only focusing on the final exam will determine the outcome. The teacher's subjective influence is too great. Students do not actively and actively broaden their knowledge, but passively accept knowledge. This does not highlight the student's dominant position, thus developing the bad habit of students being lazy to think, which is not conducive to education. Students' ability to analyze and solve problems, not to mention the cultivation and improvement of innovation ability.
2. The necessity of introducing the case teaching method
For analytical chemistry courses, only by applying theory correctly and flexibly to the actual process can students' understanding of the subject be effectively improved. The ability to analyze and deal with practical problems. In view of the above problems and the purpose of teaching analytical chemistry courses, inspiring and exploratory case teaching is very suitable for teaching analytical chemistry courses. It is not only conducive to breaking the book-only teaching model centered on textbooks. It can integrate the reform of teaching content and teaching methods, and is conducive to the implementation of the teaching principle of integrating theory with practice.
In recent years, the case teaching method has been widely promoted and applied in teaching activities in the fields of law, management, economics and trade, but it is not used enough in teaching activities in science and engineering courses. Currently, analytical chemistry is an important professional basic course for applied chemistry, environmental science, and pharmacy majors in the School of Chemistry and Environmental Sciences of our school. It plays a connecting role in students' knowledge system. If the original teaching methods and teaching materials are used, students will be exposed to After practical analytical chemistry work, due to the lack of comprehensive understanding of the actual sample analysis process, there will be a situation where the knowledge is useless, which will create a gap in the practicality and rationality of university teaching. In order to change this situation, try to introduce the case teaching method in the teaching of analytical chemistry. Through the analysis and practice of one or more complete cases, students can actively participate in teaching activities, using cases as a medium to assist students in the analysis they have learned. The basic principles and methods of chemistry can be flexibly used to solve analytical problems in scientific research and production, and you can think and solve problems like an analytical chemist when facing actual analytical work. A complete analysis case includes the steps of analysis method selection, sample collection and preparation, sample analysis and measurement, analysis result data processing and quality assurance and control. It combines basic theory with examples with strong guiding significance to train students to identify The ability to understand right and wrong, analyze problems, and solve problems enhances students' interest in learning and self-confidence.
3. Implementation of case teaching method
Implementation of case teaching: In the process of case teaching, the introduction, development, and discussion of cases take up more time, and class time is limited.
Therefore, within a limited time, teachers not only need to let students understand the process, but also need students to master knowledge and understand skills. It is generally difficult to balance the two. Relevant information is distributed to students before class, and students are required to consult relevant information about the case, read the case and related background materials, determine their own solution ideas, and explore their own solutions. In class, guide students to discuss in groups and conduct preliminary analysis of the case.
The case involves the extent to which students have theoretical and technical levels: for example, the effect of calcium supplementation in life is related to human health, and the calcium needed by the human body is in milk and dairy products, which is not only rich in content but also absorbable The rate is high. A case study is therefore presented on the calcium content in certain dairy products. First of all, we ask the question, what methods can we use to determine the calcium in Guiyang brand Shanhua and Haoyiduo milk? Consult the information to determine the specific measurement method. The chemical analysis methods include KMnO4 redox titration and EDTA complex titration. This further leads to two titration methods: direct titration and indirect titration. Instrumental methods such as flame atomic absorption spectrometry can also be used. Through three methods, the same substance can be measured and compared, deepening the understanding of the knowledge points involved in the case, and cultivating students' ability to comprehensively use theoretical knowledge to analyze and solve various practical problems in analytical chemistry. In addition, case teaching is conducted in groups, allowing students to learn to communicate with others during discussions, which also cultivates students' teamwork skills. It also introduces why some places in Guizhou Province are areas with high incidence of stone disease. How to use analytical methods to explain this problem? What methods can be used to measure the hardness of naturally introduced water? The source of water samples and their environmental analysis can allow students to pay attention to multiple influencing factors in actual situations, based on theory, and think about external factors for practical problems; analyze the qualitative detection methods and their existence of various ions in water samples Conditions, and comparison of masking methods for existing ions, select different analysis methods according to the purpose of analysis; analyze and position the coordination theory of water hardness measurement, and determine the specific measurement method and measurement conditions.
In addition to chemical analysis methods, what other instrumental analysis methods can be used for determination? The methods of introducing instrumental analysis include: optical analysis methods (spectrophotometry, atomic absorption method, ICP-AES method), ion chromatography (IC), electrochemical analysis methods (automatic potentiometric titration, ion selective electrode method), let Students compare the characteristics of various methods and make flexible choices when applying them in practice. Another example is the measurement of iron in industrial water. The iron content (Fe) in the earth's crust is about 5.6%, which is widely distributed, but the content in natural water bodies is not high. Iron exists in various forms in actual water samples, and can exist in the form of simple hydrated ions and complex inorganic and organic complexes in real solutions. It can also exist in colloids, suspensions and particulate matter, and may be divalent or trivalent. Moreover, when water samples are exposed to the air, divalent iron is easily oxidized to trivalent iron quickly. When the sample pH is 3.5, it is easy to cause hydrolysis and precipitation of high-valent iron. During the storage and transportation of samples, the proliferation of bacteria in the water will also change the form of iron. The instability and inhomogeneity of the sample have a great influence on the analysis results, so the sample must be carefully pretreated. Selection of methods: Atomic absorption method is simple and fast to operate, has good precision and accuracy of results, and is suitable for the analysis of environmental water samples and wastewater samples; phenanthroline photometry is sensitive and reliable, and is suitable for clean environmental water samples and light Analysis of highly polluted water; for wastewater with serious pollution and high iron content, EDTA complex titration method can be used to avoid errors caused by high-multiple dilution operations.
4. Integrate case teaching into the course performance evaluation system
In order to improve students’ daily learning initiative, the process learning assessment will be increased from 30% to 60% of the total grade weight. , the weight of the final paper score will be reduced from 70% to 40%. In this way, discussion sessions will be added to the daily teaching. The teacher will give a general direction to the discussion content, and the students will give solutions to the problems that exist in life. The close connection between case teaching and application has greatly stimulated students' interest in learning, allowing students to change from coping with final exams to knowledge requirements for solving problems during the learning process, and cultivate their ability to learn independently.
Analytical chemistry is a highly practical course. It uses typical teaching methods to form a specific teaching case investigation, reading, thinking, analysis, discussion and communication activities to guide students to explore independently. Study to improve students' ability to analyze and solve practical problems. In short, case study can improve students' understanding level and depth of understanding.
3. Chemistry teaching design courseware
1. Chemistry is a new course that has just been opened. It has many connections with life and students are enthusiastic about learning. higher. The teaching objectives and tasks of this semester are:
1. Knowledge is connected with the reality of production, the reality of natural and social phenomena, and the reality of students’ lives, so that students can apply what they have learned. Stimulate students' interest in learning chemistry. Cultivate students' scientific attitudes and scientific learning methods, cultivate students' abilities and innovative spirit, and enable students to initially use chemical knowledge to explain or solve some simple chemical problems.
2. Enable students to learn some basic concepts and principles of chemistry, learn basic knowledge of common elements and compounds, master basic skills in chemical experiments, and understand the practical application of chemistry in production.
3. Stimulate students’ interest in learning chemistry and cultivate students’ scientific and rigorous attitudes and scientific methods. Cultivate students' hands-on and innovative spirit. Enable students to initially use chemical knowledge to explain or solve simple chemical problems and gradually develop their own hands-on operations and abilities. Ability to observe and analyze problems.
2. Teaching methods and measures are
1. Pay attention to the learning of basic concepts and theories.
2. When preparing lessons and attending classes, we must focus on the key points and grasp the essence. In daily lesson preparation and class, we must grasp the essential things.
3. Learn to compare in daily lectures.
4. Pay attention to chemical experiments on weekdays.
5. Follow-up inspection.
4. Chemistry teaching design courseware
1. Teaching methods and methods
1. Based on the specific situation of this class, due to the The chemistry scores in the class were not very good, especially the foundation was poor, the students responded slowly, and most of the homework was plagiarized from each other. In response to this situation, I adopted the teaching policy of "low starting point, low difficulty, and focusing on the basics". I tried to be patient and meticulous with students' questions, and explained them again and again until the students understood them.
2. Make complete corrections to students’ homework, collectively comment on common problems that arise in students’ homework, and find individual students for tutoring on individual problems that appear in students’ homework. The phenomenon of not turning in homework and plagiarism will be resolutely stopped, students' ideological work will be done well, and appropriate punishment will be given to those who refuse to change despite repeated teachings.
3. Study the teaching materials repeatedly before class, be familiar with the knowledge points in the teaching materials, emphasize the problems that students have ignored, repeatedly explain the key test points in the examination syllabus, and practice repeatedly so that students can understand the teaching materials. Every knowledge point in it is proficient.
4. Repeatedly practice the key points and difficulties in students’ review, especially the experimental questions. Students have a headache because they are not clear about the experimental principles, precautions during experiments, experimental errors, etc., let alone Convert experimental principles and design experiments. In response to these problems, in addition to carefully explaining the principles of experiments to students, students are also asked to repeatedly train and experience the design of experiments, so that students can gradually overcome psychological barriers and master the basic solutions to experimental questions.
5. Based on the characteristics of the current college entrance examination. While focusing on basic examinations, special emphasis is placed on ability examinations. In daily teaching work, special attention is paid to the cultivation of abilities. Free students from heavy homework.
2. Teaching Plan
1. Insist on carefully designing and teaching each lesson, carefully analyze the characteristics of the new textbooks for the first year of high school, and pay close attention to the implementation of basic knowledge and basic skills. , strengthen the comprehensive awareness within the discipline.
2. Carefully analyze students’ learning status, focus on cultivating students’ learning ability and the ability to use basic knowledge to analyze and solve problems, and continuously improve the scientific nature and effectiveness of classroom teaching.
3. Pay attention to the following aspects when teaching.
(1) New teaching under the new curriculum concept should pay attention to the introduction of new knowledge
(2) New teaching under the new curriculum concept should establish that chemistry classroom teaching is based on chemical activity teaching concept.
(3) New teaching under the new curriculum concept should encourage students to explore independently, cooperate and communicate.
(4) The new teaching under the new curriculum concept should pay attention to cultivating students’ awareness and ability of applied chemistry.
(5) The new teaching under the new curriculum concept should pay attention to cultivating students’ practical ability and practical creative spirit.
4. Pay attention to the following aspects in homework assignments
(1) Appropriateness
(2) Hierarchy
(3) Targeted
(4) Practical
(5) Exploratory
(6) Test paper
< p> 5. Chemistry teaching design courseware
1. Guiding ideology and overall work ideas
Guiding ideology: Based on the school’s “student-oriented, scientific and independent” education and teaching reform work ideas and actively change teaching methods. Improve teaching efficiency.
The overall working idea: Adhere to the "student-oriented" teaching concept and regard cultivating students' independent learning ability and innovation ability as the ultimate goal of teaching.
2. Analysis of Academic Situation
There are about 600 science students this year. Chemistry learning in junior high school and first year of high school is mainly about the properties of inorganic substances and their transformations, and this semester’s chemistry The study is mainly based on the properties of organic substances, which is a challenge for students, because the learning methods, writing of chemical formulas, types of reactions, properties of substances, reaction conditions, etc. have all changed greatly. It is difficult for students to change at once. Most students will find organic matter difficult to learn and may feel fearful. Moreover, students may have bad habits in writing simplified structural formulas of organic substances, such as writing specific groups incorrectly or connecting atoms to atoms in the wrong position, etc.
3. Analysis of Teaching Purposes, Tasks and Teaching Requirements
Teaching Purposes and Tasks: This semester the science class completed the first topic of "Basics of Organic Chemistry", "Principles of Chemical Reactions", general examination, liberal arts The class completed "Chemistry and Life" and the general examination. It is necessary to achieve good results in both the college entrance examination and the municipal unified examination.
Analysis of teaching requirements: "Basics of Organic Chemistry" involves alkanes, alkenes, alkynes, aromatic hydrocarbons, halogenated hydrocarbons, alcohols, phenols, aldehydes, acids, esters, amino acids, proteins, sugars and other substances Tests on structure, properties, and organic knowledge account for about 20% of the college entrance examination. Through the study of this module, students are required to basically master the relationship between the structure and properties of typical substances, establish a learning method for the functional groups of organic matter to determine the chemical properties of substances, grasp the core content of the tetravalent carbon of organic matter, and be able to analyze the properties of new substances based on functional groups. Reaction conditions, and be able to skillfully write reaction equations. Can synthesize simple organic substances based on the mutual transformation of functional groups; can effectively extract information to solve problems. Lay a solid foundation for organic review in senior high school.
IV. Analysis of teaching routine implementation strategies
Adhere to collective lesson preparation, determine content, time, and speakers, and ensure quality and quantity according to teaching guidance and the trend of the college entrance examination in recent years. Complete the self-compiled assignments and position the difficulty of the teaching content so that age-level teaching has rules and evidence to follow. The assignments are mainly self-compiled assignments. For students who have room for learning, it is recommended to buy a slightly more difficult reference material to expand their horizons and improve their abilities. In chapter exercises or holiday exercises, the previous wrong questions will be mainly used, and the tests will be reviewed on a rolling basis through adaptation and other methods.