How to achieve the desired effect of review in junior high school chemistry

How to carry out an effective review of junior high school chemistry

1. Return the classroom to the students, teaching around the student's problems

The traditional form of the review class: the teacher speaks, the student listens, the student practises, the teacher speaks, the teacher has been singing a monodrama. In order to reflect the spirit of the student-oriented curriculum reform, should now be the protagonist of the students to carry out the teaching activities of the review class. For example: the review of the chapters, students first do thematic practice problems, after the teacher announced the answer, first by the students to discuss each other to modify their own, and then ask the students to analyze the answer to each question. For example, if you do multiple-choice questions, the student who does it right may not be able to analyze all four options correctly, and then he can ask other students to help analyze, and then the teacher will make comments. The higher error rate of the question will be taken out, ask a student to do the wrong students to do the analysis of the idea of the solution, and then ask other students to make comments and corrections, the teacher on the sidelines to question and point out. In this way, the teacher and the student interact*** with each other to find out the root cause of the error, so that the student receives the knowledge comprehensibly. Such interaction is very meaningful, the teacher from the students' answers to know what the students have mastered, mastered how much, there is still what is lacking, so as to target the organization of the review class teaching activities. Finally, according to the students' questions, teachers focus on explaining, combing the knowledge of the whole chapter, so that the knowledge reproduction and integration of more reasonable. Such a review class can mobilize students' learning enthusiasm, initiative and effectiveness, and enhance students' self-confidence in learning. Students in the classroom to speak freely, express their views, not only to release the doubts, and boldly questioned, the entire classroom teaching process is lively, the atmosphere is warm, so that the classroom really become a spiritual paradise for the growth of students.　　

2. To the experimental exercises as a background, let the students hands-on experiments

After a large number of comprehensive exercises, most students have been numb to the problem. Review is not careful, review enthusiasm is not high, especially on the experimental part of the short-answer questions, answer is a lack of confidence, and even a little negative, the teacher's explanation is almost ineffective. So change the review strategy to experimental exercises as the background, hands-on experiments. Such as: PH test paper to determine the pH value of NaOH solution how to operate correctly? Most students describe the language is not standardized or do not remember how to operate. At this time, we only need to use the PH test paper to operate correctly once, can be very sensible to describe the correct operation method. Multi-perspective to simplify, abstract into concrete experimental method, not only to reduce the learning burden of students, but also shows the innate charm of the subject of chemistry, enhance the students' interest in chemistry review, thus improving the effectiveness of the review class.　　

3. Precision exercises, thematic training

Chemical questions are novel, but the use of basic knowledge and basic skills. Teachers should guide students through the phenomenon to see the essence. For example: the calculation of solubility, first of all, should understand the solute, solvent, solution, the concept of solubility, and then around the "temperature" "state" "three quantities (solute, solvent, the mass of the solution) "The three steps to solve the problem. Then according to the actual situation of the students to carry out thematic training, further consolidation, understanding.

4. Focus on homework feedback and evaluation, pay attention to the interaction and communication with students

Homework is an extension and continuation of classroom teaching, and is an important part of improving the effectiveness of review. Homework is received at the first time of the second **, timely feedback on students' work. Over the years I insist on every student's homework timely correction, homework errors one by one to comment on, counseling. For homework seriously complete the students to give recognition, homework has innovative ideas, will be written next to: "Good!" to show appreciation. For students with a very low percentage of correctness (latecomers), they will write "Go for it!" on their homework. "Don't give up, don't give up" to encourage them. After-school homework is done every day. Students write down in their workbooks any questions they don't understand or have during the day's study, and the teacher answers them one by one in a timely and conscientious manner by searching on the Internet and looking up information. Teachers' serious work attitude positively affects students, both the top students and the struggling students will ask all kinds of questions, and hold a serious attitude towards this work. This way to meet the requirements of students at different levels, so that the work of checking and remedial work more targeted, effective, and enhance the trust between teachers and students, so that students feel that the teacher is both relatable and respectable.　　

5. Return to the textbook, combing the knowledge system, sublimation of the textbook

Chemistry review of the final stage should require students to read the textbook comprehensively and carefully, standing at a new height of checking gaps, systematic combing, deepening the understanding of the comprehensive application. The textbook is the essence, and in recent years, many of the content of the examination questions directly from the textbook, so it is necessary to read the textbook.　　

How to effectively review junior high school chemistry

The teaching of chemistry review classes allows students to consolidate the basic knowledge of chemistry, construct the basic knowledge system of chemistry, improve the ability to synthesize and apply, and learn to "learn from the past to know the new" method. Therefore, the chemistry review class teaching is an important part of the whole chemistry teaching. How to systematically and effectively review junior high school chemistry, I think:

1, we must ensure that the review time, the new standard emphasizes that the new class teaching time can not be too long, teachers must ensure that there is enough time for review.

2, must develop an effective review program. To be closely linked to the actual development of a really feasible review plan, which is conducive to the students to carry out a systematic review.

3, pay close attention to and analyze the direction of the examination questions in recent years, which is very important for the promotion of student learning and teachers' teaching and guidance. To do the midterm review targeted, less detour, easy to review in the limited time more targeted.

4, so that student activities throughout. Review teaching only from the students' actual starting point, pay full attention to the students' emotional attitude, continue to stimulate students' interest in review, so that students from beginning to end of the effective brain thinking, oral discussion, hands-on practice, in order to truly realize the student-centered, construct a vivid and effective review of the classroom. Let students clear chemistry review task requirements, so that students review activities have goals.

5, let the problem of constructing a knowledge system. With the use of practical problems, to help students revisit the basic knowledge of chemistry