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Reform of Chemistry Teaching and Guidance of Learning Methods in Junior Middle School

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Reforming teachers 'teaching methods, developing students' thinking, cultivating students 'self-learning ability and improving students' ability to experiment and solve problems are important topics in the current teaching reform.

I. Strive to improve teaching methods and develop students' learning thinking

The process of classroom teaching is a process in which the teacher's dominance and the student's subject are closely combined, that is, the dialectical unity process of spreading knowledge, developing thinking, and cultivating abilities. How to make this process scientific and optimized, and through the process of practice-feedback-re-practice, classroom teaching has initially formed a combination of "reading, doing, discussing, speaking, and practicing" teaching methods.

"Reading" is the basis of all links and an important way to cultivate self-learning ability. Therefore, teachers in each chapter should list the reading outline, teach students to read the textbook content around the outline, think about problems, and find out the answer.

"Doing" is to strengthen experimental teaching and allow students to do experiments manually. Perception is the first step in gaining knowledge and the basis for developing thinking. According to the characteristics of junior high school students who have a wide range of interests and like to do it themselves, try to use experimental organization to teach as much as possible, so that students have more opportunities for experiments.

"Negotiation" is the deepening of the two links of reading and doing, as well as the stage of teacher-student interaction, which aims to cultivate the students' ability to analyze and solve problems. Einstein said: "Ask a question is often more important than solving it." Encourage students to think more and ask more questions.

"Speaking" is the stage when it is complete, and it is also the link of combing knowledge points and explaining the laws. Students have a sense of textbooks on the basis of reading, doing, and discussing. If they can get teachers' advice, they will definitely make a qualitative new leap. "Practice" is the stage of knowledge experiment, it is also the step of consolidating and deepening the knowledge and cultivating problem-solving ability, which is beneficial to the information feedback of students' learning. To practice, first of all, we must strengthen classroom practice, and have practice in "reading and discussing" in the classroom. According to the needs of teaching materials and the learning situation of students, we will select basic exercises and comprehensive exercises in a targeted manner and arrange them for students in a planned manner. Practice, this will not only take care of the majority, but also conducive to the cultivation of top students.

Second, strengthen the guidance of learning methods and cultivate students' learning ability

The junior students have a process of understanding and adapting to the characteristics and learning methods of the subject of chemistry. Some students said: "Learning chemistry is just as boring as learning English." Taking chemistry as a "remembrance" subject, this exposed a problem of knowledge among students. Therefore, we as teachers cannot blindly instill rote learning knowledge to students, but we must strengthen the guidance of learning methods and give students the "golden key" to open the palace of chemistry knowledge, so that students can be freed from rote learning and improve students Learning interest and learning efficiency.

1. Guide students to observe, analyze, and do more

In teaching, it is necessary to connect with the chemical phenomena in life as much as possible, and ask a few more why, let students see with their eyes, think with their brains, and talk with their mouths.

In the experiments, we must attach importance to cultivating students' observation habits. In each experiment, we study from the aspects of experimental content, experimental devices, reaction principles, experimental phenomena, experimental conclusions, and processing methods to enable students to learn

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