Element symbols, chemical formulas, chemical equations, etc. It is a chemical term used to express the composition and change of substances, and it is a key tool for learning chemistry. I will bring a classic summary of the chemistry teacher's work below. I hope you like it.
Chemistry teacher's homework summary classics (selected articles 1) 1. I have been in office for five years, and I can love the party's education, support the party's line, principles and policies, and have a correct political stance.
Abide by discipline and law, care about the collective, unite with colleagues, have decent style, rigorous teaching, high ideological awareness and good teachers' professional ethics. Be able to engage in the teaching of this subject wholeheartedly, strive for perfection, absolutely obey the work arrangements of superiors and school leaders, work hard, be sincere, experience the sublimity of education from work, gain the meaning of life struggle from work, enjoy the pleasure of being a teacher at work, and gradually enrich yourself at work.
2. I have taught chemistry in senior one, senior two and senior three, and I am familiar with junior high school chemistry textbooks and syllabus. Have a full understanding of middle school chemistry textbooks, correctly understand and master the chemistry syllabus and textbooks, and correctly teach the contents and focus on explanations.
Be able to implement "double-base" teaching, pay attention to cultivating students' innovative spirit and practical ability in chemistry, be fluent in Mandarin, express accurately, write clearly on the blackboard and be coherent.
3. Since I took my present job, I have tried to explore the artistry of classroom teaching and constantly improve my teaching ability.
I know that if I want to achieve something in teaching, I must first become a teacher popular with students. As the old saying goes, "Learn from your teacher and believe in his way." First of all, I ask myself to be a role model for students in words and deeds, to love every student, both as a teacher and a friend, to transfer my love for education to students' love for chemical knowledge, and to silence students' exploration of chemical knowledge with my strong and persistent pursuit. Ask yourself to show the teacher's style perfectly on the podium; Every class is required to be lively and fascinating, and the teaching quality is up to standard. Every class should be treated as a high-quality demonstration class.
4. I pay attention to the combination of teaching and research and carry out special teaching and research.
Teaching research is the driving force of teaching progress and the fundamental way to form teaching characteristics. Since taking office, I have insisted on teaching in teaching and research, teaching in exploration and educating people in ideological sublimation. I actively participate in various teaching and research activities of the school, pay close attention to and track the development trends of this discipline, the latest teaching and scientific research achievements and college entrance examination information, master the development trends of education, actively participate in the teaching and research activities of departments, take the initiative to undertake teaching and research topics, introduce new scientific research achievements into teaching, and explore the feasibility and operability of integrating theory with practice in teaching, so that teaching and scientific research can promote each other. For example, seriously study the theory of education and teaching and create a teaching reform method suitable for our school; Explore the application of multimedia audio-visual teaching methods in chemistry teaching; Strengthen the research on the relationship between students' psychological behavior and learning efficiency; Explore ways and measures to improve the art of classroom teaching and enhance students' interest in chemistry learning; Do a good job in the development and implementation of training top students and poor students. 20__, I joined the research of the national teaching and research project "Subjective Teaching Method", and achieved certain results, which greatly improved students' learning enthusiasm and academic performance.
Because I am a young teacher, I have only served as a senior three teacher once, and I have insufficient experience in guiding the college entrance examination, so I attach great importance to studying the college entrance examination. Usually, I carefully study the college entrance examination questions in recent years, actively collect college entrance examination information, pay close attention to the latest trends of college entrance examination, and make myself fully qualified for the third year of high school. In 20__, he won the second prize of Nanhai Young Teachers' Problem-solving Competition, and achieved good results in many college entrance examination questions and mock exams. Over the past year, I have studied the new field of comprehensive review in senior three, and I have gained a lot. According to my own research experience, I combined the content of the comprehensive course of the college entrance examination in this year's exam review, that is, I integrated the examination review of senior three with the comprehensive course review. Each chapter is divided into two sections: "basic knowledge clearance" and "chemistry and subject synthesis around us" While laying a solid foundation, we should use the comprehensive knowledge related to this chapter to irrigate students, expand their knowledge and make comprehensive preparations for the college entrance examination next year as soon as possible. This teaching method has obvious effect and is very popular with students, which makes them full of confidence in the college entrance examination next year.
Computer and network are the symbols of advanced productive forces today, and their introduction in the field of education has had a great impact on traditional educational ideas, teaching contents, teaching methods and curriculum system. The traditional "teacher-centered, classroom-centered, book-centered" teaching model has not adapted to the needs of the new curriculum system. In order to cultivate high-quality innovative talents, we introduced multimedia courseware teaching mode in biochemistry teaching. After three years of teaching practice, we have achieved good results. Through multimedia teaching, the incomprehensible biochemical mechanism is integrated with images, charts, words, data and animation demonstrations, and displayed intuitively. It stimulates students' interest in learning, makes learning easy and enjoyable, and greatly improves their academic performance.
First, the characteristics of multimedia in biochemistry teaching
By summing up, we think that the characteristics of multimedia in biochemistry teaching are mainly manifested in the following aspects:
1, rich expressive force
In traditional biochemistry teaching, the model of a book, a pen and a blackboard is always inseparable, and a lot of time is spent explaining abstract and difficult concepts. In the usual teaching, students' thinking activity level tends to gradually decline and their thinking is closed, which is not the problem of students themselves, but the disadvantage of traditional teaching methods. Shy; Boring, boring. Through the application of multimedia teaching, the time sequence, spatial structure and motion characteristics of some biochemical events are displayed intuitively, such as the structure of macromolecules such as protein and nucleic acid, and the action mechanism of enzymes. Through the display of high-definition pictures, some abstract principles become simple and students can see at a glance. Students' mastery of knowledge is more accurate. Because multimedia has stronger and richer expressive force than traditional teaching in expressing abstract concepts, complex changing processes and sports forms, it has deepened students' understanding and memory of knowledge points and received good results.
2. Strong interactivity
The introduction of multimedia courseware in biochemistry teaching enhances the interactivity of the teaching process, changes one-way teaching activities into two-way and multi-directional teaching activities, and guides students to conduct targeted learning through understanding and intention. It makes full use of information-rich functions, provides students with rich background information through the reproduction and simulation of real scenes, broadens their understanding depth and cultivates their exploration ability and creativity. It can feedback the teaching effect in time, quickly find out the problems existing in students' learning, adjust teaching strategies in time, strengthen the weak links in students' learning and improve the teaching quality.
3. Enjoy * * *
We put the multimedia courseware of biochemistry on the Internet, which provides convenience for students to review after class, provides online learning guidance and troubleshooting, broadens the teaching scope, realizes regional transmission and teaching, and realizes sharing with other teachers and classmates through the intranet. Students can manipulate and control their learning through a flexible and convenient interactive interface, thus improving the teaching quality.
Second, the evaluation results and teaching effect questionnaire analysis
We started teaching with multimedia courseware from Class B, Class A, Grade 20, majoring in biological sciences, and compared the academic performance with Class A, Grade 20. Three classes are taught by the same teacher, and the final exam results are investigated and analyzed by questionnaire, and the results are statistically analyzed by SAS software.
The results of the two teaching methods were investigated and analyzed by questionnaire, and the statistical result of SAS software was P.
Classic Summary of Chemistry Teacher's Work (Selected Part III) Since I graduated from college, I have stepped onto the platform with a fiery heart and started my teaching career. Thank the school leaders and teachers for their support and help in my work. In this semester, I deeply realized the happiness and hardship of being a people's teacher. I put my energy into the education I love and every student. A semester's work is over, and I have made the following summary of my work in the past six months:
I. Teaching work
This semester, I mainly teach chemistry for the ninth grade. Because teaching for the first time, I don't know much about students' thoughts, study and family situation, so the work is more difficult. Due to the lack of teaching experience, students' feelings and real thoughts cannot be considered in many aspects, which has caused obstacles in teaching. Through communication with old teachers and discussion with students, I realized that it is impossible to improve students' grades by classroom teaching alone. We should also talk to them often, make friends, let them know that the teacher is their mentor, build their confidence and stimulate their interest in learning.
Second, the quality of teaching.
The main task of a teacher is teaching. Only by letting students learn true knowledge and let them feel the joy of learning can they be considered a qualified teacher. In order to improve the quality of teaching, I have made the following preparations:
(1) lesson preparation: study the textbook carefully, understand the basic ideas, basic concepts, every sentence and word of the textbook, understand the structure, key points and difficulties of the textbook, master the logic of knowledge and be able to use it freely. And carefully consider the teaching methods in class and try to pass on the knowledge you have mastered to students.
② Good class: organize classroom teaching, pay attention to all students, pay attention to information feedback, and mobilize students' learning enthusiasm. At the same time, it can stimulate students' enthusiasm for learning, make them feel happy, create a good classroom atmosphere and make the classroom language concise and clear. Classroom questioning is aimed at all students, paying attention to stimulating students' interest in learning mathematics, combining classroom practice, arranging homework and reducing students' burden.
Through a semester's work, I realized that as an inexperienced new teacher, only by making more efforts and constantly learning from the old teacher can we do well in class, teaching and students' performance. In the new semester, I will work harder, strive for better grades and become a qualified teacher.
Classic Summary of Chemistry Teachers' Work (Selected Part IV) This semester, I am in charge of chemistry teaching in Grade Three (8), (12), (13) and (14), four of which are ordinary classes with 8 class hours per week. The main work since the first semester is summarized as follows:
1. 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 the purpose of the exam, the scope of the exam, the guiding ideology of the proposition, the proportion of the questions, the proportion of the difficulty of the questions and the principle of composing papers. Studying the "two outlines" carefully 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 programs, find the "roots" of each test center in the textbook and put them in place, so as to achieve mastery of the textbook and the two programs, flexibly use the knowledge of the textbook, and rise to the necessary ability required by the two programs 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.
Second, pay attention to basic experiments and form skill innovation.
Experiment is the highlight of comprehensive test questions, and the difficulty of chemistry test questions in college entrance examination often appears in experimental 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 and do experiments, and don't "do experiments on the blackboard" or 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.
Due to time and other problems, teachers and students often have impatience in the review process, and the phenomenon of "winning by quantity" often occurs. As a result, the teacher spoke very hard and the students listened very hard. Many students didn't understand or said they didn't understand it at that time, but they didn't understand its essence, essence and beauty. It is better for students to study in a down-to-earth manner, and it is essential and accurate to speak in class. The essence is to clarify the key points, difficulties and confusing points, clarify the knowledge system, shoot another arrow at the missed target, and let the tree of knowledge take root in the students' hearts, otherwise it will not only increase the burden on students, but also affect the review progress and classroom capacity. Accurately speaking, teaching is in place, horizontally to the side, towards the end, and then develops after connecting. However, there must be a scale. If it is too thorough, students will get something for nothing, resulting in thinking inertia, which arouses not the waves of thinking, but the wind blowing the water without leaving a trace. It is necessary to inspire students' thinking through lectures. "Chickens can only stand up by pecking through eggshells" and "Don't give crutches to toddlers". 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. In order to improve the speed of solving problems and consolidate basic knowledge, it is undoubtedly necessary to ask students to do a certain amount of problems. However, if you do everything, you will be addicted to the sea. Although you have done a lot of problems, most of them may be eaten alive, or even rolled around, and you may not do the same problems in the future. The tactics of asking questions about the sea can not improve students' ability, but can only make students indigestion. Therefore, teachers should first jump out of the "sea of questions" and practice the questions one by one in person to "taste the bitterness and sweetness of all the herbs". So as to carefully screen the exercises, work hard on the word "clever", seek less from more and seek Excellence from less. Pay attention not only to the depth and system of knowledge, but also to the "completeness" and "fineness" of students' mastery of knowledge; 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, and through drills, strive for students to "answer for a while, know for a while, practice a question, learn a method, and draw inferences."
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 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 interrelationship 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. Many knowledge points should be carefully compared and carefully pondered. Such as atomic mass, isotope relative atomic mass, isotope mass number, element relative atomic mass and element approximate relative atomic mass; Isotopes and isomers, homologues, allotropes, homogeneous substances, etc. Through the reflection on many similar, related, relative and dependent concepts, properties and experiments in the textbook, we can make clear its * * * nature, recognize the differences and achieve the purpose of truly grasping the essence.
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.
The classic summary of chemistry teacher's work (selected article 5) entered the school with a little passion, a little longing and a little nervousness, because from that day on, I also entered another stage of my life. Say goodbye to the idleness of ivory towers and laboratory bottles. I came, started to work, and began to support myself, because for myself, it was expected but a little anxious. Uncertainty about society, uncertainty about the new environment, and uncertainty about not protecting life. From this moment on, I will face it independently, learn to get along with my colleagues and learn to change from the perspective of students. In this way, it began; That's it, I'm coming.
As a bilingual chemistry teacher in grade 9 10, I have not encountered much resistance in my teaching work because I have been practicing in school for half a year. The ninth grade chemistry adopts the Chinese textbook after 27 times of curriculum reform, because in the past, students were only exposed to simple chemistry knowledge in science classes. In the process of ninth grade chemistry teaching, we should pay attention to students' mastery of basic knowledge, at the same time, make chemistry a bilingual course and introduce English explanations of basic knowledge points. After explaining the knowledge points in English, Chinese translation will make it easier for students to get in touch with chemistry, and at the same time, it will not be too derailed from international textbooks. Learning the differences between Chinese and foreign textbooks directly in the ninth grade chemistry course can make students more handy in the tenth grade learning process. Under this teaching setting, there are also many difficulties, such as students practicing unsystematic examination papers. In the teaching process next year, I will contact more textbooks and find more supporting papers suitable for teaching. For the tenth grade, the teaching setup is relatively mature and easier to carry out. What needs to be considered is that the teaching task of next semester involves chemical experiments, hoping to be as close as possible to foreign chemistry. Because the bilingual teaching of international courses belongs to a new field, I also actively participated in some seminars of bilingual courses with my colleagues, participated in the experience exchange meeting of A-level curriculum system in Xuhui Campus of Jiaotong University, and attended this meeting with a pious learning attitude. Through bilingual course teachers in various cities, international courses in various international schools, and some training institutions, it is found that everyone belongs to the seniors who eat crabs, and they will actively exchange and learn with you, keep up with the development trend of bilingual courses in our school, so that students can quickly reach the standard in chemistry after going abroad without derailing.
The above is my simple experience at work. In addition, I also actively participated in some other activities in international courses, such as the experience of going on an autumn outing with students and teachers, which quickly narrowed the distance between us. I vaguely remember the smiling faces of my classmates on the day of the barbecue and had a relaxed exchange with the teachers in the sculpture park. I am very happy to expand my business in such a relaxed and pleasant atmosphere and learn from the experience of my predecessors in teaching and managing classes. In addition, various school activities have also made me feel the beauty of youth, and the students' vigor and versatility have also deeply infected me. The food of the Korean Cultural Festival seems to be still in sight, and the activities of the student band and dance club that day are still fresh in my memory. Finally, in the performance of "Color Rhyme" to celebrate Shuang Dan, all the teachers and students sang songs with the friends of the school staff. There was a good emotional interaction between teachers and students, which increased the intimacy and trust between them, which was also of great help to the future teaching work. As a teacher, I feel I have no honor. From graduation to now, it seems that I have never dropped out of college, and it seems that I have always maintained such a shining heart. Pleasure, enrichment, expansion, hard work, I will always refuel!