What kinds of courses are there in chemistry teaching?

The class type of classroom teaching generally refers to the class type or mode, which is the most operational teaching structure and procedure in classroom teaching. Modern teaching theory holds that the teaching process structure is one of the main bases for the classification of class types, and a specific class type must have a specific teaching process structure.

The classification of course types is different because of the choice of basic points. If the teaching task is taken as the basic point of class classification, the class can be divided into: new teaching, practical class, review class, class evaluation, experimental class and so on. , collectively referred to as a single class. According to the different nature of teaching content, courses can be divided into natural science courses, humanities courses, thinking science courses and art science courses, and each category can be further divided into several subtypes. According to the teaching organization and teaching methods, classes can be divided into lectures, discussion classes, self-study remedial classes, practice classes, internship or internship classes, visits or trainee classes, etc.

"New Teaching" Teaching Mode of Chemistry

New teaching is the main course type of chemistry teaching and plays an important role in the whole chemistry teaching. According to the characteristics of new textbooks, new chemistry teaching can be generally divided into basic concepts and principles of chemistry, basic operation of experiments, experimental inquiry, autonomous learning and students' cooperation and exchange. According to the characteristics of teaching materials, teachers should adopt corresponding preparation and teaching methods and implement effective teaching methods, mainly adopting classroom teaching methods of taking small steps and walking quickly, giving more feedback and giving more feedback. According to the characteristics of teaching, we should adopt independent, cooperative and inquiry learning methods and implement effective teaching methods to improve the quality of chemistry teaching in an all-round way.

The whole process of the new teaching model is: introducing the classroom? Clear goals? Autonomous learning (completing the tutorial)? Cooperation, exchange and exhibition? Feedback inflation? Testing and evaluation.

Specific implementation process:

1, course introduction

Teachers create learning situations and define learning contents. Teachers can create certain situations according to real life, students' existing knowledge and experience, or a specific event to arouse students' interest in learning and introduce new courses.

2, clear goals

Students read together or silently, and the purpose of showing goals is to make students have clear goals, have a direction in learning, be motivated to do things, and pursue goals. Summarize the knowledge goal of a section, so that students can have a general perception.

3, autonomous learning (complete the tutorial)

Students fully preview this section and complete the preset questions in the tutorial.

Teacher: Change "teaching before learning" to "learning before teaching" to cultivate students' autonomous learning ability.

After students set their learning goals, they begin to learn independently. Every student should record his gains, experiences and unresolved problems at any time to prepare for the next group exchange. The purpose of autonomous learning is to cultivate students' ability to study, think, integrate knowledge and solve problems independently. There are two ways of self-study, that is, under the guidance of learning plan problems, students teach themselves textbooks or experimental exploration, and discussion is not allowed. In the process of self-learning teaching materials, pay attention to the experience and understanding of the teaching materials, draw out the key points for necessary memory or understanding, and at the same time mark the difficult questions with special symbols to prevent the tendency to look for the answers to the learning case questions with reference to the teaching materials. In the process of experimental exploration, pay attention to observe and record the experimental phenomena, and summarize the experimental conclusions according to the experimental principle of phenomenon analysis. On this basis, complete the problems in the outline (time limit).

4. Cooperation, communication and exhibition

The teacher assigned the demonstration task to the study group, and the group leader divided the work reasonably and exchanged demonstrations in the group. The exhibition should be based on students' self-study, fully embody the principles of self-study and cooperative inquiry, let students know what to learn and how to learn, and learn to share with others, clearly express their ideas, make their own thinking generate, let their own personality be publicized, make their own thinking rejuvenate, and learn how to take the opinions of others for my use and activate their own challenge ability.

Students discuss and communicate the problems in self-study, and make use of the materials provided by teachers or collected by students to explore independently around the problems designed and explored by teachers according to the objectives, difficulties and difficulties of the subject. Team members cooperate with each other, and Qi Xin works together to solve problems. We should make full use of the blackboard in the classroom to display, with many people participating, eugenics as the driving force and strong competitiveness.

Teachers should have a strong awareness of classroom resources, pay attention to dynamic generation, and let students experience the happiness of success. Set up relatively fixed study groups, and each study group has a team leader to supervise the team members to participate in group learning activities, and evaluate and encourage the team members in time. Teachers should design inquiry questions in different levels and step by step, following the cognitive order from simple to complex and from easy to difficult.

Students discuss in groups, solve problems through discussion, and determine a central spokesman. After the discussion, each group will answer the questions in the topic of cooperative inquiry and raise their own questions.

Teachers can solve problems and doubts in this respect, and students can also solve problems and doubts.

5. Feedback expansion

Teachers collect problems that students can't solve in the learning process, copy them on the blackboard or describe them orally, or learn the solutions for difficult problems that teachers have preset, and distribute them to each study group.

After each group of students discuss and communicate, show them one by one. On the basis of students' supplement, revision, questioning and expansion, coupled with teachers' careful guidance, questioning and sincere evaluation, knowledge will be systematized.

This process is based on the teacher's leading, which fully embodies the teacher's "guiding" role in the students' learning process. Students cannot solve problems and problems through cooperation. The teacher answers and explains the difficult questions raised by the students, and sorts out the knowledge learned. In the process of speaking, teachers must avoid returning to the traditional teaching style and blooming everywhere. What students don't understand, what students don't fully understand and what students are prone to make mistakes. What needs to be emphasized and which students are prone to make mistakes are best broken through with examples or practical examples, and more attention should be paid to the guidance of learning methods and problem-solving methods. Really let students become the masters of the classroom, and at the same time give students room to think and maneuver in the teaching process.

6, detection and evaluation (homework)

After the knowledge network is perfect, the teacher will design appropriate in-class questions according to the content of this section.

Students spend about 5- 10 minutes, and after answering independently, they will conduct classroom evaluation in the form of group communication or group mutual evaluation, thus producing students' own labor results.

A successful new teaching should be innovative, interesting, vivid and practical.

"New" means that the content of knowledge is "new" and students should realize "new" development after learning. Second, teachers should have a new concept of education and teaching. The new curriculum reform requires students to learn in activities, in cooperation and exchange, and in constant "reflection". In the process of teaching activities, try to give students more time to think, more space for activities, more opportunities to express themselves, and more pleasure to experience success, so that students can become the masters of learning. Let students "move", let the classroom "live", let students gradually change from "learning" to "learning", and finally reach the realm of "learning".

"Interesting", when introducing questions, arouse interest in learning; Maintain interest in learning when teaching new classes; Consolidating exercises can improve your interest in learning. The problem design in teaching should be related to students' real life as much as possible and set in students' "nearest development area".

"Living" mainly requires flexible teaching methods, flexible use of teaching materials and flexible teaching for students. In order to teach students life, we should actively encourage students to dare to ask questions and learn in their own way. In the teaching process, we should pay attention to students' thinking training and students' participation at different levels, that is, whether students participate in behavior, emotion or high-level cognition. In teaching activities, students should participate in the process of knowledge generation from beginning to end, adhere to students' subjective consciousness, and let students develop vividly.

"Practicality" mainly refers to two aspects, one is to enrich the teaching process, and the other is to implement the teaching objectives. In order to enrich and effectively carry out the teaching process, first of all, teachers are required to reasonably determine the breadth and depth of teaching content, clarify the key points, difficulties and key points of teaching, and formulate appropriate teaching objectives. The second is to arrange the teaching order reasonably. The third is to link teaching with students' real life and explain the "ins and outs" of knowledge. Let students have a sense of intimacy and realism in learning, reflect the charm of knowledge, and thus stimulate students' enthusiasm for learning. Fourth, pay attention to whether to achieve three "extensions" in teaching; That is, the first is the "extension" from imparting knowledge to carrying out methods; The second is "extension" from imparting knowledge to infiltrating emotions; The third is to extend from imparting knowledge to developing intelligence and effectively implement teaching objectives. Finally, a key factor in evaluating the effectiveness of the process is whether the teaching objectives are achieved, which can be evaluated through classroom observation, student practice and test results.

Teaching mode of "review class" in chemistry

First, the basic process of teaching: "cooperation and complementarity? Knowledge combing? Consolidation and expansion? Summarize feedback "

1. Cooperation and complementarity? Discuss in groups, check and fill in the blanks (about 5 minutes)

Students in the group discuss independently with the problems in the study plan or exercise (it is suggested to correct them in advance, which can enhance the pertinence of students' discussion). During the discussion, teachers can participate in the guiding group discussion, and after the independent discussion is completed, they can ask the teachers unresolved questions. Teachers can also approve homework.

There are many mistakes in the process of correcting, but the problems that students have not involved are analyzed.

2. knowledge combing? A focused and comprehensive summary (about 18 minutes)

After the process of cooperation and complementarity, the teacher comprehensively combed the review content, emphasized the key and difficult knowledge, and put forward the problems of knowledge formation for the students in the group to exchange and discuss.

3. consolidate and expand? Typical example instruction and variant training, (about 15 minutes)

Teachers form exercises according to the difficulties in reviewing content, mistakes in forward-looking exercises, common mistakes in correcting and difficult problems in discussion. Students solve problems and discuss in groups. Ask the group to recommend representatives, show the group's problem-solving ideas and existing problems, and other group students make all-round comments to further deepen the review results. If necessary, the teacher finally makes a summary. During the demonstration, the teacher showed that students should pay attention to the lecture and make records or corrections in time to form the knowledge of the whole class. When solving problems, we should pay attention to checking for leaks and filling gaps, expand and re-understand the problems, and avoid the tendency to find answers by referring to textbooks.

Select typical test questions and give problem-solving guidance. The focus of teaching is the knowledge of kickback, teaching maze and training ability (especially the ability to examine questions). We should further consider review as a whole, guide students to deepen their knowledge and summarize the rules from the outside to the inside around a certain problem, and pay attention to the guidance of learning methods and answering norms. Topics should be targeted, pay attention to variant training, and solve multiple problems.

4. Summarize the feedback? When the class reaches the standard, the feedback will be improved (about 7 minutes)

According to the review goal of this lesson, conduct a classroom test. The principle of life system of examination questions is to test whatever you want according to the review objectives and contents, pay attention to the foundation and highlight the key points and doubts. The capacity of the test questions should be moderate, and it is best to control it in 5 minutes and give feedback in 2 minutes. You can also exchange reviews and evaluate them within the group. Please raise your hand to collect the wrong questions. After self-correction, students will collectively discuss and show the wrong questions from reading, examination, problem-solving methods, problem-solving ideas and error analysis.

Second, the review class should reflect the orientation of the review class. Review class is different from new teaching, whether it is goal setting, content organization or problem design. It should be a systematic and comprehensive combing of the knowledge learned and a deep integration of the knowledge learned, so that students can connect scattered knowledge points into lines, form surfaces and weave them into nets, and extract basic principles, methods and basic subject ideas.

Third, the review class should be combined with the description of chemistry in the senior high school entrance examination. It is necessary to deeply understand the test sites and requirements in the description of the senior high school entrance examination, and carry out practical training in combination with the analysis of test questions in recent years (especially the real questions of the senior high school entrance examination in our province) so that students can understand how to take the senior high school entrance examination and overcome their fear.

Fourth, in reviewing, we should make full use of the core idea of constructivism. Constructivism is a theoretical banner in the field of education and psychology, and the core idea of constructivism is the construction of knowledge. Students don't passively accept teachers' input, but take their own original knowledge and experience as the growing point, seek the meaning of new information through the connection with existing knowledge, and actively construct new knowledge, so this requires effective interaction between teachers and students in review. In addition, constructivism believes that learning can be promoted through social interaction, so we must give full play to the cooperation and mutual assistance between students in review.

Fully embody group cooperative learning.

For example, the special review course of material inference: material inference is an important and unique question in junior high school chemistry examination questions. Since 2006, Jiangxi Province has kept this kind of question, which mainly examines the knowledge and reasoning ability of elemental compounds. However, this kind of questions has the characteristics of hidden conditions, many changes, complex relations, difficult thinking and strong comprehensiveness, which has become one of the main obstacles for students to review.

The objectives of the special review of material inference are: first, to enable students to master some scattered concepts, elements and compounds, to form a system, to systematize and organize knowledge, and to facilitate students to remember and refine, that is, to make books thinner and thinner. The second is to cultivate and improve students' logical reasoning ability and systematic knowledge organization ability.

The review teaching of material inference should pay attention to several points: First, grasp the key points. The key substances involved in junior high school mainly include "two acids, two alkalis, four salts, five singles and eight oxides". When designing topics, we should highlight the nature and changing relationship of these common substances and their relationship with human production and life. Secondly, as far as the teaching mode is concerned, most teachers start with the classification of material inference questions, and generally divide chemical inference questions into four categories: narrative, table, framework and flow, and analyze them one by one to sum up different problem-solving skills. This has a disadvantage, that is, it increases the burden on students, and students need to adopt different solutions according to different types of questions. In fact, no matter which type, their solutions are similar. Third, we can first summarize the characteristics and characteristics of common materials in junior high school in the study plan, which is convenient for students to remember. Then integrate the problem-solving ideas of inference questions and learn to find the starting point? "Question your eyes", then make bold guesses, follow the trail and confirm each other, so as to simplify complex topics.

Such as acid, alkali and salt review class:

Classification of teaching content:

1, focusing on reviewing the physical and chemical properties of common acids, bases and salts.

2. Comparative teaching and knowledge network construction of common acids, alkalis and salts.

3. Judgment and application of common metathesis reactions among acids, bases and salts (such as judgment of reactions, inspection of ions, existence of ions, etc.). ).

4. Special training on various questions involving common knowledge of acid, alkali and salt (such as material preparation, material inference, impurity removal, identification, inquiry and calculation, etc.). ).

5. Classified inquiry classes and activity classes involving common knowledge of acid, alkali and salt (such as inquiry into desiccants and drugs in daily life, interesting maze games, etc.). ).