What are the problems in effective chemistry teaching in junior high school?

With the further deepening of the new round of curriculum reform, the new curriculum concept is more and more deeply rooted in people's hearts. The effectiveness of teaching is the basic pursuit of school teaching activities, which is directly related to the quality of teaching and the cultivation of talents. Under the new curriculum concept, it has become our front-line teachers' concern to emphasize students' dominant position, give full play to students' dominant role through teachers' encouragement and guidance, mobilize students' initiative, consciousness and enthusiasm in learning, cultivate good chemical thinking quality and learning ability and improve the effectiveness of teaching.

In my opinion, effective teaching is the concrete progress or development that students get through teachers' teaching in a period of time. Whether the teaching is effective or not does not depend on whether the teacher has completed the teaching content, but on whether the students have learned anything or whether they have learned well. If students don't want to learn or make no progress, even if the teacher tries hard, it will be ineffective; Similarly, if students study hard, but they don't get the development they deserve, it is also ineffective or inefficient teaching.

The following is about how to improve the effectiveness of chemistry classroom teaching in junior high school, and talk about my own experience and feelings to share with you.

First, stimulate students' interest in learning chemistry, make chemistry class alive, and make students like chemistry class.

Stimulating students' interest in learning chemistry is an effective way to enliven chemistry classes. The great scientist Einstein once said, "Interest is the best teacher." Like other subjects, the interest in chemistry learning will directly affect the effect of learning and classroom teaching. Interest is most closely related to students' learning activities. If students can regard chemistry learning as a kind of enjoyment, they will like chemistry, so they are willing to study chemistry and explore chemistry.

There are many ways to cultivate students' interest, one of which is to let students experience the fun of chemistry in their own practice. Chemistry is a new subject for junior three students. Students have strong curiosity and thirst for knowledge, and often have a strong interest in unpredictable experimental phenomena. Therefore, it is an effective way to stimulate students' interest to let students participate in the experiment while watching. For example, in the first chemistry class, students were given several interesting experiments: "raw milk in an empty cup", "lighting a fire with a glass rod", "a wonderful pen makes flowers" and "an unlit handkerchief". After seeing the magical changes in these experiments, students' curiosity and thirst for knowledge were suddenly aroused, and then students were allowed to participate in one of the experiments in person, so that they could experience the wonders of chemistry and have a stronger interest.

Second, create a harmonious relationship between teachers and students, create a positive and democratic classroom atmosphere, and let students integrate into the chemistry classroom.

Classroom teaching is a systematic project involving teachers and students. Only when teachers and students cooperate happily can bilateral activities achieve synchronization and harmony, and students' intellectual activities reach the highest level and produce the greatest possible teaching benefits.

Tao Xingzhi, a great educator, pointed out: "Real education is an activity of mutual affinity". Good teacher-student relationship and student-student relationship are the premise of effective classroom teaching and the key for students to ask "questions". On the contrary, if this point is ignored and the relationship between teachers and students is not harmonious, students will have no questions to ask and problem teaching will be out of the question.

"Tao begins with love." Only when the teacher brings high and positive emotions, charitable and smiling faces and resolute and confident eyes into the classroom can students feel the enthusiasm and kindness of the teacher. Only in this way can students learn easily and think actively; Dare to imagine boldly and study the problems in textbooks; Only by daring to question and comment on certain issues can the classroom atmosphere be lively and enthusiastic. On the contrary, it makes students feel depressed, even disappointed, afraid and nervous, which stifles their desire to explore and discuss problems and stifles their creative thinking.

Respect every student, so that every student has an equal opportunity to receive education, and never abandon or give up. In classroom teaching, we should actively advocate that the wrong answer is allowed to be answered again; The answer is incomplete and allowed to supplement; Think again without permission; Unclear permission requirements; Disagree with allowing arguments; Allow teachers to criticize and correct mistakes; When necessary, students can express their views without raising their hands. In short, we should strive to create the best learning atmosphere in chemistry classroom teaching, mobilize students' best mental state, and let students participate in learning activities with the best subjective spirit and integrate into chemistry classroom.

Third, change the traditional classroom teaching mode, highlight students' dominant position and let students study chemistry wholeheartedly.

As we all know, the traditional classroom teaching mode is: teachers teach, students learn, and teachers are the main body. In other words: if the teacher is going to teach 100% today, and the students have learned most of what you are going to teach, it means that the classroom effect today is high, and vice versa. Although this traditional indoctrination teaching mode is being replaced by advanced modern teaching mode, this "cramming" still exists in some teachers' teaching. This can only lead to one result: teachers are tired of teaching, students are tired of learning, students' subjective initiative cannot be stimulated, and their enthusiasm for learning is not high. Over time, many students can't keep up with their energy, their attention can't be concentrated, their academic performance drops, and their polarization is serious.

According to the growth law of teenagers, students are more likely to be interested in attractive things at this time. Once they feel tired, they are even less likely to be interested in this boring "cramming", and their attention will naturally be distracted. After a long time, their grades will definitely decline, and the knowledge they should master will not be mastered in time, which will directly affect the efficiency of classroom teaching. Therefore, under the guidance of the new curriculum concept, chemistry classroom teaching should highlight students' dominant position, make students truly become the masters of learning, participate in classroom teaching, fully improve students' subjective initiative and make students fully active. Students' interest will naturally increase, their attention will be more focused, and classroom teaching will be handy and get twice the result with half the effort. As a chemistry teacher, we must actively explore and strive to make students study chemistry wholeheartedly and realize efficient classroom.

Fourth, pay attention to students' participation, make chemistry class a stage for students to show their spirituality, and let students enjoy learning chemistry.

"Teaching is not only a kind of narration, but also an experience, exploration and feeling of students." In class, don't let your "telling" kill everything that belongs to children! In the past, our teacher thought that the more detailed the lecture, the easier it was for students to learn and the higher the efficiency of classroom teaching. Just like drilling a cave, it may be faster for teachers to lead students to drill than for students to explore by themselves. But we didn't expect that this would form the habit that many students don't think, just passively attend classes and are unwilling to take the initiative to learn. In fact, most of the knowledge in chemistry books can be solved by guiding students through self-study syllabus. Teachers explain too much, which delays time and reduces efficiency.

The core of the new curriculum concept is "for the development of every student", and classroom teaching should focus on the development of students and adhere to "student-oriented development". Students must have the opportunity to show their spirituality if they want to develop, so our chemistry teacher should "build" the stage for them to the maximum extent, so that students can have more opportunities to participate. For example, in the usual teaching, through chemical experiments, extracurricular practical activities, the second classroom and other inquiry activities, students' participation can be increased, so that all students can experience the process of scientific inquiry, show their abilities, stimulate their interest in learning chemistry, strengthen their awareness of scientific inquiry, and let them enjoy the fun of learning chemistry.

Fifth, in-class tests, timely feedback, consolidate classroom teaching results, and let students love to learn chemistry.

Seven or eight minutes before the end of each class, students should be tested in class. The test questions mainly focus on the examination of the basic knowledge of the new class. Teachers should correct and consolidate after reviewing the feedback information in time and guide the underachievers. This purposeful, conscious and feedback learning is an effective means to solve students' goals and eliminate obstacles. By letting students know the learning results in time, teachers can know the teaching effect in time, improve the effectiveness of teaching and learning, and make the teaching content clear. It really lightens students' burden after class and makes them want to learn chemistry more. In this way, the classroom teaching effect will reach a higher level, thus realizing efficient classroom. In short, to improve the effectiveness of junior high school chemistry classroom, teachers should constantly explore and innovate, adopt advanced teaching methods and means, stimulate students' interest in learning, improve their initiative in learning, give full play to students' main role, and let students truly become the masters of learning.