How to change the traditional mode of teaching and research, micro-courses how to creative

To improve the effectiveness of the classroom, we must first play the main role of the teacher, "conventional weapons" is the preparation, lecture, homework, and other basic teaching links of the design and implementation of the 1. well-designed subjective teaching activities. Teachers in the organization of teaching activities must be developed before the teaching objectives, improve the understanding of the education object, carefully study the content of the teaching, selection of teaching methods, design of teaching procedures. Traditional chemistry teaching lopsided emphasis on knowledge and skills goals, ignoring the overall improvement of students' scientific literacy. For this reason, to understand the idea of curriculum reform and implement the specific requirements and recommendations of the New Curriculum Standards for Junior High School Chemistry, it is necessary to put the cultivation of students' interest in learning chemistry and the improvement of scientific literacy in the first place. In teaching, attention should be paid to guiding students to recognize the laws of matter and its changes, so that they can initially experience what is science and what is scientific inquiry through the practice of inquiry, and develop the ability of inquiry. In the formulation of teaching objectives and implementation of teaching, we should comprehensively consider the "knowledge and skills", "process and method", "emotional attitude and values" three aspects of the curriculum objectives.　　To grasp the teaching objectives of chemical knowledge and skills. Chemical concept teaching should not overemphasize the rigor of the definition, pay attention to the concept of the formation of the stage, development and acceptability of students. For example, in the teaching of the beginning of the emergence of acid substances, do not rush to give "acid" under a strict definition, only that "such as sulfuric acid, hydrochloric acid, such as compounds belong to the acid" can be. Principle knowledge teaching should be linked with elemental knowledge, so as to achieve in-depth and easy to understand, and to prevent the phenomenon of emphasizing debate and too deep, too difficult. The teaching of knowledge of elemental compounds should emphasize the basicity and practicability, pay attention to the connection with reality, and correct the simple practice of letting students memorize in traditional teaching. The teaching of chemical calculation should let students experience the significance of studying substances and their chemical changes from the perspective of quantity, and avoid tedious mathematical operations. The teaching of chemical experimental skills should be implemented in students' experimental activities in a planned and systematic manner from a practical point of view, preventing formalism or excessive specialization requirements.　　When designing teaching, it is necessary to integrate the teaching objectives of all aspects, take into account and emphasize the key points, and make the overall arrangement of teaching in a planned and systematic way. Routine lesson preparation mainly emphasizes the preparation of teaching materials. In addition to the teaching materials, it is also necessary to prepare the students well, prepare the students' "background", and recognize the students' nearest developmental zone. Not only from the teaching task, but also to consider the "starting point" of teaching, aiming at the "target" of teaching requirements. We analyze the differences between the curriculum standards, test instructions, and other programmatic requirements and the actual situation of students, and the differences between students and textbooks. In these relationships to find the best "foothold", leading students towards a higher goal. 2. carefully organize the main body of teaching activities. From the beginning of teaching activities to the end of teaching activities, teachers should always fully organize the various factors of teaching activities, the subjectivity of the students must be organized, give full play to the students' active, dynamic subjective factors, and coordinate the relationship between a variety of factors to ensure the smooth progress of teaching activities, to ensure that the completion of the teaching task and the realization of the teaching objectives. The "subjective participation" classroom teaching mode mainly includes independent study, pre-course testing, group cooperation, teacher-student discussion, summarizing and improving, classroom testing, assigning homework and other links. It is best for students to study in groups, so that they can complement each other's strengths and weaknesses. 3. Create teaching situations carefully. Create learning scenarios can enhance the relevance of learning, is conducive to play the role of emotion in teaching, stimulate students' interest, make learning more effective. In the creation of learning scenarios, should strive to real, vivid, intuitive and rich in enlightenment.　　Demonstration experiments, chemical problems, short stories, scientific history, news reports, objects, pictures, models and video materials, etc., can be used to create learning scenarios. For example, in the "elements" in the teaching of the earth's crust, seawater and the human body in the element content table; in the "chemical materials" in the teaching of the display of ancient stoneware, porcelain, bronze, iron and a variety of modern new materials or real objects; in the "environmental protection" in the teaching of the organization of the students to watch the environmental pollution caused by the harm caused by the images and pictures, etc.. Teachers can also set up learning scenarios through well-designed thought-provoking and inspiring questions, such as "Why can eggs be boiled by adding water to freshly made calcium oxide". Teachers should create problematic situations from students' familiar life to inspire students' thinking and create a harmonious atmosphere. The classroom is centered on the problem, and the teaching is designed around the problem. Started by the problem, ended by the problem, the middle is to analyze and solve the problem, so that students walk out of the classroom with the problem. Teachers in the classroom teaching problem design pay attention to the following points: ① problem design should have accuracy, accuracy refers to closely around the teaching objectives, around the key points of the teaching content, the difficulty of designing the problem, hit the student's doubts, set up suspense. Teachers designed the problem is based on the study of the lesson materials, to seize the focus, difficulties and key points, can lead the learning of continuous thinking and learning to go on. ② The design of questions should be hierarchical and organized. The teaching content of a lesson is relevant, the teacher designed to raise questions from the problem level, in teaching, the teacher should be based on the teaching content, follow the principle of gradual progression, pave the way for the students' thinking, hierarchical, gradient questioning, layers of gradual progression, so that the question ring, to cultivate the students' awareness of the problem, the development of creative thinking has a positive effect. Attention has been paid to clarifying the intrinsic connection between the various parts of the knowledge, based on the intrinsic connection between the knowledge to design the problem, thus triggering students to think, association. After designing these reflective and challenging problems, they should be discussed and explored in small groups, cooperated and thought about, and finally solved through class exchanges.4. Carefully help students realize the change of learning styles. The learning styles advocated by the new curriculum mainly include independent learning, cooperative learning and inquiry learning. Subjective teaching also requires a change in the way of learning, and to change the way of learning, the main performance is to let students participate in classroom teaching. Teachers in the teaching process should do to set aside a certain amount of time for students to think independently, independent learning, or let the students with the pre-study outline of the problem, read the textbook, summarize and solve the problem themselves. In this way, the student's main position can be given full play, the learning of self-consciousness can be enhanced, learning quality can be cultivated. Independent learning is an important feature of scientific inquiry. It is especially important to fully mobilize students' enthusiasm for inquiry and to cultivate and improve students' interest in inquiry. Teachers should focus on guiding students to take the initiative to find and raise questions, and through active inquiry to solve problems. Such as "will be dipped in concentrated ammonia and concentrated hydrochloric acid glass rod close to each other, there is a 'smoke in the air' spectacle", the teacher can guide the students to marvel at this experimental phenomenon at the same time, think about "why such a scene? Stimulate students to further explore the interest and desire.　　In the inquiry teaching, we should pay attention to the scientific method education for students. Teachers should study the teaching materials in depth, refine certain methodological elements in the teaching content, and infiltrate them in the teaching design, so that students can experience the use of the scientific method in the investigation activities, such as classifying chemical phenomena, putting forward relevant hypotheses, designing experiments and controlling experimental conditions for investigation.　　5. Carefully realize the change of teaching methods.　Curriculum reform from the goal of providing teachers with specific practices and guidance, teachers not only let students master the basic skills, but also focus on the learning process and methods, and the formation of good emotional attitudes and correct values, so that the teacher in the teaching process to focus on the process of teaching the process of teaching the knowledge of the knowledge of the method of teaching the mastery of knowledge for the students to focus on the emotional experience of the students to focus on the development of students to focus on the learning achievements. Teachers is to be the original spokesman for chemical knowledge, content delivery, knowledge production line operators into student learning organizers, guides, collaborators. Now in the classroom we often use the language: what can you think of? What have you found? Can you give examples? Can you write or say it? What have you gained? What other questions do you have? What do you have to add? These mobilize students to participate in the language to reverse the situation of the teacher to speak, students passive acceptance of the situation. Basically, it realizes that the teacher transforms the content of the narration into questions, presents them in the classroom with certain scenarios, and realizes the teaching purpose with set activity sessions. Wrap up

Eager users| Posted on 2016-06-02 14:22