Teaching reflection I
20 1 1 the first round of review for senior three has begun. In order to improve the review efficiency and make students make faster progress, I reflected on the chemistry teaching in senior three. In my opinion, in the future teaching, we should do the following:
First, the textbook is the college entrance examination? Root? ,? Two classes? Is it the college entrance examination? Pulse? .
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 textbooks, and the ultimate goal of college entrance examination is textbooks. In the review process, we should not blindly detect inaccurate college entrance examination information, waste energy on guessing questions, broaden and deepen the scope of knowledge at will in a way far beyond the textbook, or deliberately add some questions that have been strengthened many times? Ordinary? Or a special solution. We should not only attach importance to textbooks, but also rely on them completely in order to achieve our goal. Knowledge concept? Where to? Fertility? Change the guiding ideology of this proposition. Lose weight, throw away your baggage and go into battle lightly.
Second, pay attention to basic experiments and form skill innovation.
Experiment is the highlight of chemistry test questions, and the difficulties of chemistry test questions in college entrance examination often appear in the experiment questions, so we should attach great importance to the review of chemistry experiments. Through the analysis of the experimental questions of college entrance examination in recent years, it is found that they all have the following characteristics: (1) the selection of materials shows a trend of returning to textbooks; Attach importance to students' experiments and demonstrations, and examine the reaction principle and experimental principle; The examination method of test questions is from shallow to deep, from teaching materials to innovation; The focus of the test questions is to examine students' experimental ability (observation ability, operation ability, analysis and understanding ability, experimental design ability and so on). ), and there are open problems; ; Experimental instruments, devices, phenomena, operation and design are all under investigation. In view of the above characteristics, we should strive to: carefully review the textbook experiment, understand the basic knowledge of the experiment, such as principle, purpose, requirements, steps, precautions, etc., and draw inferences from one example to another; Review experiments and do experiments, don't you? Do experiments on the blackboard? And don't talk about experiments. Only by creating experimental situations can students do experimental questions well, otherwise they may answer wrong or wrong; Cultivate students' experimental design ability and experimental innovation ability to adapt to open problems. When students encounter new experimental situations, they should learn to associate the experimental principles and methods they have learned, and move to new situations reasonably to solve new experimental problems. While paying attention to the experimental review of teaching materials, we should also set up experimental training questions scientifically so that students can be well informed and calmly answer in the exam.
Third, intensive listening in class and refining after class can improve the review efficiency.
Speaking by scale, too much will make students get something for nothing, cause inertia of thinking, and attract no waves of thinking. On the contrary, the wind will blow the water without leaving a trace. It is necessary to inspire students' thinking through lectures. Chickens can only stand up by pecking through eggshells? ,? Toddlers don't need crutches? . It is not recommended that students should not jump to pick fruits, but let them jump or even jump to pick fruits.
Practice is a very important link in the review of college entrance examination. It is undoubtedly necessary to ask students to do a certain amount of problems, improve the speed of solving problems and consolidate basic knowledge. However, if they do everything, they will be addicted to the sea. So the teacher should jump out first? Topic sea? First, practice one by one in person. Taste the pain of a hundred herbs? . So as to carefully screen the exercises in? Coincidence Work hard on words, seek less from more, and seek Excellence from less. We should not only pay attention to the depth and system of knowledge, but also check students' mastery of knowledge? All of them? 、? How are you? Degree; It should not only be typical, targeted and hierarchical, but also enlightening and contemporary, which conforms to the trend of college entrance examination proposition and the change of question types. Help students get out of the sea of questions through drills and strive for students? Answer for a while, know everything, practice one problem and learn one method, and draw inferences from one case to another? .
In fact, the college entrance examination is not difficult, and the questions in the college entrance examination will exceed 20%. Speaking, practicing and taking exams will certainly not be more difficult, and teaching AIDS are more difficult than textbooks.
Fourth, implement reflection and summary, strictly correct mistakes, and improve review efficiency.
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 knowledge is the accumulation of concepts.
? In concept review, there are about 220 concepts and principles involved in middle school chemistry, so many knowledge points cannot be covered by the college entrance examination. The examination of knowledge can only be a sampling of what students have learned, and the examination of ability can only be the ability level that high school students can achieve. 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. Many knowledge points should be carefully compared and carefully pondered.
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 the knowledge, 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. For example, inorganic chemistry can be used when reviewing elements and their compounds. Elements? Simple materials? Oxide (hydride)? Existence? For clues; Can you learn specific simple materials and compounds? Structure? Natural? Use? Method? In order to facilitate thinking, we can review the horizontal relationship between simple substances and various compounds, and combine the periodic laws of elements to form a complete knowledge network. Organic chemistry is more regular. Ethylene radiates a large area, and hydroxyaldehyde ester is a line? If you are familiar with the properties of functional groups, you can master the derivative relationship and mutual transformation between various organic compounds; When you understand isomers, you will feel the diversity of organic matter. In this way, repeated association through various channels can not only deepen the memory of what we have learned, but also help to cultivate our divergent thinking ability. 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.
In short, senior three chemistry review should pay attention to methods. According to the characteristics of all kinds of knowledge in chemistry, we concentrate, gather, refine, amplify, sublimate and migrate the knowledge we have learned, review it by using various methods such as connection, comparison, induction and reasoning, and face the college entrance examination with a good attitude.
Teaching reflection ii
The characteristics of chemistry test questions in college entrance examination are: multiple, comprehensive, small and flexible, with great test ability, many test skills and questions, wide knowledge coverage, and the proportion of test questions to examine the ability to use textbook knowledge flexibly has increased. Looking back on the review of senior three this semester, reflecting on the gains and losses, the overall harvest is to study more, think more, choose topics carefully, really let students become the masters of the classroom and pay close attention to classroom teaching.
Reflection on Chemistry Teaching in Senior Three (1)- Multi-research: Looking at the chemistry test 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 change and innovation in change. It is very helpful to analyze and study the college entrance examination questions in 2007 and 2008, find out the knowledge points, hot spots, characteristics and changing trends involved in the college entrance examination questions, find out their corresponding knowledge points and a series of hierarchical topics in the teaching materials, and implement them in each test center in turn when compiling the teaching plan.
The exam description (that is, the exam outline) is the basis of the college entrance examination. Is it a chemistry review? Main program? Not only reading, but also in-depth study can make clear the guiding ideology, examination content, examination questions, depth of difficulty and proportion, and the level requirements of examination ability. Compare the 08 and 09 exam outlines, find out the contents of additions and deletions, and the changes of sample questions, and infiltrate them into the teaching plan and study plan, so that students can clearly understand the difficulty requirements of various knowledge points in the college entrance examination.
Reflection on Chemistry Teaching in Senior Three (2)-Choosing Examination Questions: At present, not only are there many and miscellaneous review materials, but also partial topics, difficult problems and strange questions are easy to dampen the enthusiasm of candidates. Good exercises can stimulate interest, enlighten thinking, strengthen students' understanding of "double basics", guide students to seek laws and master problem-solving skills. Therefore, teachers themselves should devote themselves to the sea of questions, and then choose training questions and materials. When reviewing topics, we should choose from easy to difficult in different levels and gradients, and work out appropriate training questions according to the examination syllabus and the actual situation of students.
(1) principle of topic selection
The selection of exercises should be based on the contents of the syllabus and textbooks, students' level and cognitive rules, and pay attention to the organic connection between the integrity of knowledge and the cultivation of corresponding abilities. A question type should be digested in connection with a basic content, and the questions should be diversified and the levels should be clear.
(2) The objective of the topic is clear.
Senior three focuses on practice, and a round of review training highlights the basic knowledge of textbooks, students' error-prone knowledge points and the hot and difficult points of college entrance examination. The second round of review will begin after the final exam. The test questions are mainly to check for leaks and fill gaps, and return to textbooks. Whether the distribution of knowledge points in the test questions is reasonable, whether the difficulty is moderate, and whether it can reflect some problems of students, only the teacher will know after careful study. Examination questions should pay attention to the foundation and highlight the ability test.
Reflection on Chemistry Teaching in Senior Three (III) —— Really Let Students Become the Masters of the Classroom: Implementing quality education, time is tight, tasks are heavy, and class always feels that time is not enough. What's the problem? That is, teachers regard themselves as the masters of the classroom and become the protagonists of the classroom. Students can only passively and silently accept it, and the efficiency of the classroom can be imagined. It's easier said than done, and it's very effective to let students communicate more. What should I do if my grades in this year's class are not good? The teacher can never finish talking by himself. Only by strengthening teaching and practicing more can students' grades be improved. It is very simple to motivate students to speak, and it is very effective to let students exchange solutions with their classmates on the podium. Complex topics can be repeated by several students, which can improve them, give most students exercise, and more importantly, give them enough confidence. Students began to be willing to communicate and no longer found it difficult to answer questions; They began to like active learning and communication with teachers and classmates. I think this is the most important thing!
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