Summary is a written material to evaluate and describe the achievements, existing problems, experiences and lessons, which plays a connecting role in our study and work. Let's write a summary carefully together. How to focus on the summary? The following is my summary of chemistry teaching in the first semester of senior three, which is for reference only. Let's have a look.
Summary of chemistry teaching in the first semester of senior three 1 I am in charge of chemistry teaching in class 32 of senior three this semester. The teaching task of this semester is to complete the first round of review of the college entrance examination according to the requirements of the preparation group. The first round of review in senior three is very important, which is an important stage to lay a solid foundation, cultivate students' ability and improve students' college entrance examination results. Grasp the teaching at this stage and lay a solid foundation for comprehensive review in the future. My practice in the first round of review teaching is summarized as follows:
First, doing a good job in the teaching of basic chemistry knowledge is the primary task of the first round of review.
Textbooks are the "roots" and must not be left in the review process. Some students think very seriously that textbooks are more important than textbooks. Every time they take out materials and test papers in class, they have no textbooks. In the long run, they will go into the misunderstanding of "giving up the basics and chasing the end". In the review process, I take the previous college entrance examination title as an example to find out the "roots" of each test center in the textbook, and guide students to fully realize that "the outline is the foundation, the textbook is the foundation, and the material is the supplement" and attach importance to the review of the basic knowledge of the textbook.
Second, pay attention to the understanding of the principles and methods of the specified experiment.
Throughout the college entrance examination in recent years, experimental questions put forward higher requirements for students' understanding and innovation ability. In order to cope with this change, students must clearly grasp the experimental principles, apply the experimental principles they have learned, design some basic experiments by themselves, and complete experimental exercises with the best experimental methods.
Third, carefully analyze the students' situation, make clear the main attack direction and grasp the review rhythm.
One class I teach is a parallel class and the other is a key class. The students in each class are very different. We must carefully analyze the students' situation in order to find out the links and methods that are more suitable for our own teaching.
1. Analyze students' level and choose appropriate exercises to avoid blind pursuit of difficulty, innovation and deviation. In the first round of review, you must accept all the exercises in the material indiscriminately. There are always some exercises in the textbook that are not suitable for our students. If we do this, we will not only fail to improve students' grades, but will dampen their enthusiasm. It will also disrupt your review plan. Therefore, we must screen and choose exercises suitable for our students. If the problem is really "chicken ribs", we must be brave enough to give up.
2. Analyze students' problems and design targeted exercises. The first round of review is an important stage to find out the loopholes in students' basic knowledge and consolidate their knowledge. In this process, our teachers should always pay attention to the problems reflected by students, and then organize corresponding exercises for these problems to make up for the students' shortcomings in these aspects and really improve the whole.
Fourth, speak less, intensively and thoroughly.
The first round of review has a lot of content and time is tight. In this process, the teacher feels that he has too little time, but he can't be careless and blindly catch up with the progress. Then, we can only focus on the benefits of oral English and exercises. We should talk about important knowledge, but not as much as possible. Instead, we should get to the point, tap its essence and achieve the effect of "sealing the throat with one arrow". For typical problems, we mainly talk about their ideas and methods, and truly "teach them to fish", so that students can learn from others and learn from others, so as to solve similar problems quickly in the future.
Fifth, pay attention to the choice of exercises and cultivate students' good thinking habits.
Doing problems is an important link to improve students' grades, but we can't blindly pursue quantity and fall into the sea of problems. We must pay attention to quality and effect. This requires a lot of our teachers, which virtually increases the amount of lesson preparation. I think we can start with the following aspects: First, through the training of basic problems, try to cultivate students' correct and good habit of solving problems. In this regard, it is necessary to teach students some basic problem-solving methods, and at the same time require students to develop good habits of standardizing answering questions. Secondly, use the review questions for training, so that students can really understand and help them overcome the mindset. Many students often contact their previous exercises when doing problems, and as a result, they fall into a misunderstanding and have a wrong solution. Therefore, after explaining a class of questions, our teacher must spend some thoughts to deal with and transform them, and design some changing questions for students to do, so as to overcome the students' mindset. Third, properly arrange exercises with appropriate difficulty and strong comprehensiveness to expand students' thinking and give them a certain sense of freshness. However, this is not blindly looking for difficulties, weirdness and prejudice, but choosing some problems that students can solve independently through their own thinking, just like "an apple can be picked in one jump", otherwise students will have fear, thus causing unnecessary panic. After all, the college entrance examination is not for stum students, but to check students' mastery of what they have learned. It is a form of examination for all students, in order to recruit most students to study in colleges and universities. Finally, students must be required to correct their mistakes in time, analyze the reasons for doing wrong exercises, master the correct problem-solving methods, and truly "after doing right, after doing wrong."
Summary of chemistry teaching in the first semester of senior three 2 The general review of chemistry in senior three is a very important period for middle school chemistry learning, and it is also an important stage for consolidating the foundation, optimizing thinking and improving ability. The effect of the general review of chemistry in senior three will directly affect the results of the college entrance examination. The summary and thinking of the teaching work in the past year are as follows.
First, study the information and look at the direction.
How to carry out the general review of chemistry, and what is the purpose and task of the review? This is the first problem faced by students who have just entered senior three, and it is also the first problem faced by teachers in the process of chemistry teaching in senior three. To solve this problem, we must study some materials, understand the potential guiding role, see the review direction clearly, and lay the foundation for completing the review task.
1, familiar with the exam instructions. The exam description (that is, the outline) is the basis of the college entrance examination and the "general outline" of chemistry review. We should not only look at it, but also study it in depth to clarify the guiding ideology, test content, test types, depth of difficulty and proportion, and the level requirements of test ability of the college entrance examination. Not only that, we should insist on reading throughout the review process, further enhance our purpose and adjust the review direction at any time.
2. Study the chemistry test questions of the college entrance examination. Looking at the chemistry examination questions in the college entrance examination every year, we can find that one of its outstanding characteristics is continuity and stability, and always keep the principle of seeking change in stability. Such as examination paper structure, types of examination questions, examination methods and ability requirements. , so as to sort out the review ideas and make corresponding review plans.
3. Rational use of other materials. In addition to college entrance examination questions, syllabus, teaching materials, curriculum standards, and basic requirements of chemistry teaching, there are many ways and methods to obtain information, such as various professional magazines, famous school questions, network information, and resources of brother schools.
Second, grasping is fundamental, and it is the two major principles to deal with the college entrance examination.
Textbooks are the root of the college entrance examination, and "two outlines" are the pulse of the college entrance examination. The college entrance examination questions are always like this, and the roots should also come from textbooks, from textbook knowledge points and ability examination points. The knowledge of college entrance examination reflects the content of teaching materials, and the ultimate goal of college entrance examination is teaching materials, while teaching materials, syllabus and examination syllabus are the baton of college entrance examination review and the basis of college entrance examination proposition. In particular, the syllabus has clearly conveyed important information such as the purpose of the exam, the scope of the exam, the guiding ideology of the proposition, the proportion of questions, the difficulty ratio of questions, and the principle of composing papers. Studying the "two outlines" seriously will help us grasp the pulse of the college entrance examination. Knowing the trend and requirements of the proposition and clarifying the main points of review will inevitably improve the pertinence and efficiency of review, especially in the case of great changes in the examination content after the use of the new textbook, it is more important to grasp the two outlines.
According to the requirements of the two schemes, the root causes of each test center are found in the textbooks and put in place, so as to achieve a comprehensive understanding based on the textbooks and the two schemes, flexibly use the knowledge of the textbooks, and rise to the necessary ability required by the two schemes through the practical application of knowledge. Never give up the foundation and ignore the teaching materials. We should fully realize that "syllabus is the foundation, teaching materials are the foundation and materials are the supplement". In the review process, don't blindly detect inaccurate college entrance examination information, waste energy on guessing questions, broaden and deepen the scope of knowledge at will without exceeding the textbook, and deliberately add some "rules" or special solutions to some questions that have been strengthened through repeated practice. We should not only attach importance to teaching materials, but also rely on them completely to realize the guiding ideology of changing from "knowledge view" to "ability view". Lose weight, throw away your baggage and go into battle lightly.
Third, implement reflective summary and strict error correction to improve review efficiency.
The so-called reflection is a comprehensive investigation, analysis and reflection on the problem and the thinking process of solving the problem from a new angle, so as to deepen the understanding of the problem, optimize the thinking process, prompt the essence of the problem, explore the general law, communicate the interconnection between knowledge, promote the assimilation and migration of knowledge, and then produce new discoveries. Reflection is an effective means to study effectively and acquire effective knowledge. Therefore, the general review of senior three chemistry should actively guide students to learn to reflect, actively reflect, cultivate students' reflective consciousness, and help and urge students to develop good reflective habits through strict, reasonable and standardized requirements.
1, "The foundation of a knowledge is the accumulation of concepts." In concept review, there are more than 220 concepts and principles involved in middle school chemistry, which constitute the basis of middle school chemistry. Its review has an important foundation and supporting role in the whole review process. Comprehensive chemistry test questions *** 1 1 (including 7 multiple-choice questions and 4 subjective questions), so many knowledge points can't be covered in the college entrance examination. The examination of knowledge can only be a sample of what students have learned, and the examination of ability can only be the ability level that high school students can reach. However, the basic concepts and principles are not enough, and the follow-up review will encounter many obstacles. Therefore, we must really pay attention to the review of this link, pay attention to methods and effectiveness, and strive to make every concept and theory truly clear.
2. Develop the habit of thinking after solving problems. After each problem-solving, we should review the problem-solving process, check whether our own solutions and methods are appropriate, whether the process is correct and reasonable, whether it can be optimized, and whether the language expression is standardized and logical. More efforts should be made to typical exercises and representative exercises, not only to solve one problem, but also to do more exercises, which can not only make up and improve knowledge continuously, but also draw inferences from others. In the process of solving problems, we can understand the ways and mysteries of examining, solving and answering questions in a way, and cultivate students' good thinking quality. Long-term persistence can grasp the whole picture of chemical problems and the memory law and relationship of chemical knowledge and its application.
3. Summarize in time. After reviewing each unit or chapter, you should reflect on what the unit or chapter mainly studied. What's the point? What method was used? What is the connection with previous knowledge? Through the reflection and integration of similar knowledge, an effective knowledge block is formed, which makes universal knowledge regular and piecemeal knowledge systematic. Practice has proved that having a lot of fragmentary knowledge without forming a whole knowledge structure is like not assembling a bunch of parts of the whole machine, and it is difficult to play their respective functions. Therefore, under the guidance of teachers, the important task in the review stage of senior three is to summarize and sort out the corresponding knowledge according to the internal relations of each part, and string scattered, chaotic and knowledge into a network, so as to form a systematic and complete knowledge system. For the knowledge structure diagram, teachers should not cover everything, but show it to students after they summarize and integrate themselves, so that students can experience the joy of success and the shortcomings in the process of consciousness integration in comparison.
Pay attention to doing problems and correcting mistakes after the exam. The common ways to correct mistakes in review are: one is to mark the wrong questions in the test paper or reference book and write comments beside them. The second method is to prepare a notebook for the wrong questions, and extract the mistakes that you feel the most when solving problems in the wrong set, find the root causes and prevent further mistakes. The third way is to restore the error correction to the textbook, mark the error correction point with different characters in the corresponding knowledge points of the textbook, and mark the position, source, reason and simple analysis of the error correction topic at this point.
Fourth, optimize the examination psychology and eliminate the hidden danger of losing points.
Solving problems requires knowledge, strategy and mentality. Any mistake in these three aspects will lead to losing points. Errors caused by knowledge and strategies can be regarded as intellectual errors, while some clerical errors, calculation errors and some habitual errors can be attributed to psychological errors. To solve the problem of "high score in chemistry in college entrance examination is difficult", optimizing examination psychology is an indispensable part of college entrance examination review. In the face of a set of questions, we must have a stable mentality. On the premise of answering the questions in order, we can appropriately adopt the strategy of "easy first, difficult later, ripe later, same later and different later" to overcome the emotions of panic, impatience, anxiety and forgetfulness in the best state. For the problems that can be done, we should pay special attention to accurate expression, thoughtful and standardized writing, and effectively solve the problem of "meeting but not right". When solving problems, we should pay attention to both one-time success and review, and dare to give up.
In the usual simulation training, we must embody the training idea of "college entrance examination at ordinary times, college entrance examination at ordinary times", put students in a simulated environment, and put forward strict requirements on the speed and standard of answering questions. Only by attaching importance to time can we have time, efficiency, speed, urgency and wit. After a long time, it will naturally reach the realm of "usually training as a big exam, and the big exam is naturally a quiz", and the mentality of the college entrance examination is naturally peaceful.
The purpose of preparing for the exam in senior three is to guide students to strive for: self-improvement in knowledge structure, self-improvement in ability level, self-tempering in will and perseverance, self-development in learning methods, self-sublimation in scientific literacy and self-integration in comprehensive application. It is by no means a simple process of wasting time, energy and rambling on a lot of problems, but a scientific and planned process. In the process of reviewing and preparing for the exam, we should always take the textbook as the center, take the outline and examination outline as the basis, make clear the review requirements, grasp the review direction, highlight the key points, break through the difficulties and solve the key points.
In short, senior three chemistry review should pay attention to methods. According to the characteristics of all kinds of chemical knowledge, the learned knowledge is concentrated, gathered, refined, amplified, sublimated and transferred, and reviewed by using various methods such as connection, comparison, induction and reasoning, so as to face the college entrance examination with a good attitude. I believe that June 20xx will be our harvest season!
Summary of chemistry teaching in the first semester of senior three: 3 19, 20, 22. Since entering the third year of senior high school, I have fully realized that the general review of chemistry is an important stage to consolidate the foundation, optimize thinking and improve ability, and the review effect of senior high school chemistry will directly affect the results of college entrance examination. In order to get good grades, we carefully studied the chemistry test questions in the college entrance examination at the beginning of the semester. According to the continuity and stability of college entrance examination questions in recent years, as well as the characteristics of stability and variability. Therefore, at the beginning of the semester, all the teachers in the chemistry preparation group made a detailed plan on the premise of clarifying the review ideas, which laid a good foundation for completing the review task. The work of this semester is summarized as follows:
First, actively do a good job in daily teaching.
Actively and conscientiously do a good job of collecting materials for preparing lessons before class, and then prepare lessons collectively. Pay attention to the changes of new textbooks and new curriculum standards. Grasp the direction and difficulty of review and enhance the purpose of review. Students' homework at least twice a week requires all batches and all corrections. When problems are found, they should be solved in time, commented in class in time and given feedback in time. A good student experiment requires all students to carefully observe and record the experimental phenomena and carefully write the experimental report after class; Each chapter has at least one extracurricular exercise, which requires a certain knowledge coverage, a certain degree of difficulty and depth, and each chapter is assigned by a special person; For the test questions once in each chapter, there are also special people who are responsible for the questions, so as to achieve certain expected results.
Second, actively participate in the teaching reform, so that the teaching level will reach a higher level.
This semester, the school has carried out a variety of teaching activities. With the help of these activities, combined with the actual situation of review, let students participate in the teaching process, better improve their interest and enthusiasm in learning, and let students learn more independently and learn the learning methods. Actively respond to the requirements of school teaching reform, make full use of online resources, use heuristic teaching, fully reflect the student-centered teaching model, and constantly improve their own teaching level. Pay attention to the outline and straighten the relationship. Avoid going into the cycle of general review: "infatuation" with review materials and falling into the sea of questions. Therefore, in the process of chemistry teaching in senior three, always keep a clear head and try to handle the following relations well: 1 The relationship between teaching materials and review materials. 2. Pay attention to the relationship between foundation and cultivating ability. 3. The relationship between chemistry and other disciplines. 4. The relationship between practice and review efficiency.
Third, strengthen business study in spare time.
Actively learn all kinds of knowledge to enrich themselves, so as to better educate and teach under the guidance of solid knowledge in work. In order to adapt to the current form of education, charge yourself. Learn to make multimedia courseware, serve teaching, find information online and so on. To prepare for the exam knowledge and teaching methods, we should have goals, plans, pay attention to methods and implementation, and do everything possible to improve the efficiency of the general review of chemistry.
Fourth, the direction of next semester's efforts
1. Strengthen the training of one's own basic skills, be precise and concise in class, pay attention to the cultivation of students' ability, and strive for a clear class and paragraph in knowledge. Train students to improve and concentrate in various ways.
Pay more attention, love and patience to the poor students, so that they can make greater progress in all aspects.
3. Strengthen discipline education, so that students can not only concentrate on their studies in class, but also restrain themselves in strict accordance with school discipline and class rules after class.
4. Communicate with students in an equal manner, exchange students' trust with sincere heart, and really care about each other, which not only makes students fear you, but also makes students close to you, and tries to make students trust their teachers.
5. Make great efforts in teaching, and strive to make greater progress in class students' abilities and achievements on the original basis.
In the process of long-term educational work, I deeply realized that education is a continuous and endless work. The society is developing, the times are advancing, and the characteristics and problems of students are constantly changing. As educators with a sense of responsibility, we must discover, study and solve new situations and problems in the management of students' education in a timely manner with high sensitivity and consciousness, master their characteristics, discover their laws, and do a good job dutifully in order to complete our important mission.
Summary of chemistry teaching in the first semester of senior three. 1. Plan and prepare for the first semester of senior three.
Last semester, I completed the first round of review step by step in strict accordance with the established teaching work plan. Reserve a buffer for each work in advance to ensure the smooth development of teaching work and strive to ensure quality and quantity. In the future teaching process, adhere to the weekly collective lesson preparation activities on teaching work, find out the situation, discuss it in time and solve it in time.
Second, regularly carry out collective lesson preparation activities to solve related problems.
Senior three chemistry preparation group, strive to achieve: every teaching link, every teaching plan can be determined in the discussion; The collective lesson preparation activities of the lesson preparation group every Wednesday include the arrangement of teaching progress, the analysis and discussion of difficult problems, the latest progress of chemistry teaching, the reform and innovation of chemistry teaching, etc. Generally, every collective lesson preparation activity has a special person who is mainly responsible for speaking, and the time is one class. After careful preparation, each lesson preparation group activity can solve one or several related problems, and the teaching and research level of each member has been improved unconsciously.
Third, do a good job in daily teaching to ensure the effective development of teaching.
According to the requirements of the school, actively and conscientiously do a good job of collecting materials for preparing lessons before class, and then prepare lessons collectively for the appreciation of the whole lesson preparation group. Every student's homework is required to be revised in batches. When problems are found, they should be solved in time, evaluated in time and fed back in time.
Fourth, do regular quantitative training to cultivate students' problem-solving ability.
Insist on weekly limited chemistry training, each training has a summary, praise and criticism, encourage backwardness in time, praise advanced, thus forming a good competitive atmosphere and achieving good learning results.
Fifth, strengthen the counseling for students with partial subjects and promote the growth of gifted students.
Seriously carry out the training of outstanding students and strive to expand the ranks of gifted students. At the beginning of this semester, according to the results of each quality test, we will adjust the team of students with partial subjects in time, and strive to gather every student with partial subjects firmly around the teachers, always pay attention to their growth and give them more encouragement.
Although, in the past semester, we have been working hard, but the students' academic performance is not proportional to our efforts. However, we will, as always, insist on paying without regrets, caring in every possible way and upholding teachers' conscience. In the coming new semester, we will give full play to the intelligence and strength of each member of the preparation group and create more brilliant achievements for chemistry teaching in senior three.
Summary of Chemistry Teaching in the First Term of Grade 5 in Senior Three This year, I served as the chemistry teaching in Class (1 1) and Class (14) in Senior Three, and also served as the head teacher of Class (14) in Senior Three. This year's students are all freshmen themselves. Take the third year of senior high school for the first time. They feel a lot of pressure and have a lot to learn.
Therefore, in every day's teaching work, I am conscientious and down-to-earth, and I dare not slack off, for fear that any mistakes will affect the students' future.
The following is a summary of chemistry teaching this semester.
First, analyze the characteristics of the subject, study the outline, do more college entrance examination questions, and improve the confidence of review.
Second, make a careful review plan and resolutely implement it.
Our senior three preparation group has a unified plan: the first stage of basic review, slow and steady, and lay a good foundation. The review at this stage is mainly based on the basic teaching materials of compulsory 1, compulsory 2, chemical reaction principle and organic chemistry, with the new learning plan of the gold edition as the teaching assistant, and carries out systematic review. How to help students understand the relevant contents of these knowledge points and their relationship is an important problem to be solved in the first stage of review.
In the teaching process of review class, I feel that I can't simply accumulate knowledge points. Teacher-student interaction guides students to organize, systematize and regularize scattered knowledge in their minds, and to comb scattered knowledge "points" into knowledge "lines" and weave them into knowledge "nets". At the same time, chemical knowledge should be refined and sublimated to form a solid knowledge frame structure and subject knowledge system. Only in this way can students master the knowledge they have learned, eliminate the blind spots of knowledge, expand the growing point of knowledge, and achieve the purpose of inspiring thinking, developing intelligence and internalizing knowledge into ability.
Third, pay attention to students' usual practice.
Put forward the following two requirements for students:
(1) Return to textbooks, read textbooks intensively and choose words carefully.
Systematic review should be based on textbooks from beginning to end, return to textbooks, and pay attention to the comprehensiveness, emphasis, accuracy, relevance and application of knowledge. Review the knowledge and skills of middle school chemistry one by one; Read and understand the key knowledge in the textbook repeatedly, and form a knowledge structure from point to surface; The understanding, application and description of chemical knowledge should be scientific, accurate and comprehensive, such as the standardized use of chemical terms, the correct and comprehensive expression of experimental phenomena and operational points, the relationship between knowledge points and their causal relationship. For example, the knowledge related to ion reaction, including the writing and judgment of ion reaction equation, the existence of ions, the comparison of ion concentration, the inspection and inference of ions, the change of solution conductivity and so on. Applicability refers to the method of solving practical problems by reviewing applied knowledge, such as the periodic law of elements and periodic table of elements, which is rich in content and can infer the position, structure and properties of elements, predict the properties of unknown elements and compare the advantages and disadvantages of various properties. In addition, we should pay attention to reviewing the contents of chemical experiments and try to do it by ourselves. Through these typical experiments, we can deeply understand the principle of chemical experiments, the design of experimental methods, the processing of experimental results and so on. , and effectively improve our experimental ability.
(2) Doing a question will lead to several questions.
I don't practice much, but I am good. In the process of practice, if you encounter unfamiliar or vague knowledge points, you should review them immediately, find out the existing problems, make up for the weak links, expand the application scope of knowledge, improve your ability, and thus improve the review efficiency.
Fourth, analyze the students' examination situation every time and prescribe the right medicine.
Every exam is a training. It is important to find out the problems existing in students, which is conducive to finding the missing and filling in the follow-up review, summing up the experience and lessons, so that students can not make mistakes or make fewer mistakes in the college entrance examination, and they can neither be discouraged by temporary mistakes or difficulties, nor be complacent because of the progress of their grades.
Verb (short for verb) reflection
1. In knowledge review, it is necessary to build a knowledge framework and system, so that knowledge points can be integrated and improved to improve students' problem-solving ability. This ability is still a bit difficult and needs to be improved.
2. The selection and explanation of examples and exercises are not typical enough. In the future, it should be carefully designed, graded and logical, so that students can study easily and efficiently.
3. Pay attention to enhancing students' confidence and interest, and encourage and praise students more.
4. Strengthen discipline norms and cultivate the ability of chemical calculation.
5. Do more questions, reflect more and learn more.
;