Teaching experience of chemistry in senior three In the college entrance examination, more and more questions are changed from knowledge-based examination to ability-based examination. But the knowledge requirement is less difficult, but the ability requirement is higher. For example, the requirements for abstract thinking ability are gradually improving. Nowadays, the college entrance examination questions rarely make a fuss about the difficulty of knowledge, and often link the knowledge points in the book with actual production, daily life and industrial process. Through several tests, it is found that students' mastery of basic knowledge is not accurate enough, which leads to mistakes. The following is a reflection and summary of the recent teaching situation:
1. Attach importance to double basics and strengthen details.
It is a principle that we must adhere to in teaching to lay a solid foundation and improve our ability. Without a solid foundation, knowledge is far from improving ability. It is very important to return to the textbook and consolidate the basic knowledge of chemistry according to the syllabus for preparing for the exam. Then do a certain number of exercises on this basis, consolidate knowledge and improve problem-solving skills. There should be no problems in details, and it should be standardized.
2. Correctly handle the relationship between training speed and training ability.
? Practice makes perfect? The original intention is that you can produce ingenious methods or find tricks when you are skilled, but it is generally only suitable for mechanical operation activities. ? Cooked energy? It's just a skill feature, but it can't reflect higher thinking ability. The process of solving chemical problems is mainly a process of thinking. Repetition of thinking can deepen memory, and repetition of solving problems can improve the speed of solving similar problems.
To cultivate students' thinking ability, it is really necessary to carry out problem-solving training, but the most important thing to improve students' thinking ability in problem-solving training is to make students' thinking truly developed and fully active. Therefore, it is necessary to properly control the amount of practice and effectively reduce the burden on students. Only in a relatively relaxed atmosphere can students' interest in learning, the desire to integrate theory with practice and the desire to seek theoretical explanation be truly established and their innovative spirit be cultivated.
3. Correctly handle the relationship between comprehensive teaching and single subject teaching.
The comprehensive subject examination first examines the comprehensive ability within the discipline, followed by the interdisciplinary comprehensive ability. In order to improve students' interdisciplinary comprehensive ability, it is actually the old road of exam-oriented education to list interdisciplinary knowledge points, piece together interdisciplinary comprehensive questions, take comprehensive classes, and even guess and bet questions. If the foundation of this subject is not solid enough and the ability of this subject is not strong enough, there is really no need to study those comprehensive questions which are rough in themselves.
The focus of interdisciplinary comprehensive questions is not to examine interdisciplinary comprehensive knowledge, but to examine students' comprehensive ability to solve practical problems by comprehensively applying knowledge from various disciplines. In fact, this ability can be cultivated not only when learning and applying comprehensive knowledge. At present, in the absence of teachers who can skillfully teach comprehensive knowledge and the number of standardized comprehensive questions is very small, taking comprehensive classes will impact the teaching of single subjects and cause the cart before the horse. So, although we are facing? Comprehensive subjects? Examination, but still should be based on this subject, with this subject knowledge as the carrier, pay attention to the organic infiltration of interdisciplinary knowledge, broaden their horizons, strengthen the combination of theory and practice, and cultivate students' comprehensive ability.
Because? Comprehensive subjects? There are still many uncertain factors in the exam, so teachers need to continue to strengthen their information awareness in order to teach correctly and improve teaching efficiency.
1. Pay attention to the college entrance examination questions.
College entrance examination questions undoubtedly play a guiding role in middle school teaching, so college entrance examination papers are a primary information channel. Only by doing the college entrance examination questions by yourself can we gain a certain perceptual knowledge, and understand its potential orientation through the questions, so as to sublimate rationality, thus promoting the transformation of our teaching ideas and consciously correcting our ideas.
2. Pay attention to the orientation of new syllabus and new teaching materials.
The new syllabus and new textbooks are the carriers of educational reform, and the college entrance examination proposition will also be affected by them. There have been some obvious changes in the new syllabus and teaching materials: first, the proportion of experiments has been increased; Secondly, from only attaching importance to the imparting of knowledge to paying more attention to the education of infiltrating chemical ideas and methods in the process of knowledge dissemination; Thirdly, the content of inquiry learning has been added. According to these characteristics of the new syllabus and new textbooks, we should pay attention to adjusting the thinking of chemistry teaching in senior three, reasonably arranging the review time of all parts of knowledge, strengthening methodological guidance, strengthening and optimizing students' participation consciousness and research consciousness, and strengthening the organic combination of theory and practice.
3. Give full play to the guiding role of all kinds of information.
In addition to college entrance examination papers, new syllabus and new teaching materials, other information channels include lectures by famous teachers, professional magazines, examination papers of famous schools and the Internet. In addition, you can also get valuable information from meeting exchanges and group discussion activities. Listening while listening is bright, while listening while listening is dark. Only by paying attention to collecting information extensively can we stand tall and see far and adapt to the needs of college entrance examination reform as soon as possible. To give full play to the guiding role of information, teachers must also strengthen their own learning, strengthen research, take the initiative to think, improve their judgment ability in front of all kinds of information, discard the false and retain the true, discard the rough and extract the essence for our use, and make teaching correct.
There are still many problems worth thinking about in the chemistry teaching of senior three under the "3+ integration". As long as we firmly grasp the trend and direction of college entrance examination, study the outline and pay attention to the foundation, we can improve the quality of college entrance examination review.
Teaching experience of chemistry in senior three 1. Is it a textbook for 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 difficulty of chemistry test questions in college entrance examination often appears in the experiment questions. Therefore, we should attach great importance to the review of chemical experiments and select three reflections on chemistry teaching in senior three.
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 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 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.
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 many pieces of knowledge do not form a whole knowledge structure, just like a pile of parts are not assembled into a whole machine, so 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.
Senior three chemistry teaching experience: teaching arrangements at all stages of the whole school year: completing the new teaching materials and appropriate comprehensive exercises in the first semester; The second semester is a comprehensive review, with special emphasis on the analysis and utilization of college entrance examination questions over the years.
Summary and reflection on the teaching work in the past year;
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.
Looking at the chemistry test questions in the college entrance examination every year, we can find that one of its outstanding characteristics is the principle of continuity and stability, and it is always stable, and the college entrance examination paper in XX is no exception. 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.
2. Pay attention to the changes of new textbooks and new curriculum standards.
Such as the adjustment of content, the increase of the proportion of experiments, the infiltration of scientific ideas and methods in the process of imparting knowledge, and the increase of research-based learning contents and reading materials such as new technologies and chemical history.
3. Be familiar with the exam instructions.
Is the exam description (that is, the outline) the basis of the college entrance examination or the 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. Not only that, we should insist on reading throughout the review process, further enhance our purpose and adjust the review direction at any time.
4. 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 so on.
Second, grasp the outline and straighten the relationship.
Entering the chemistry teaching of senior three, it is easy to walk into the strange circle of general review: infatuation? Review the materials and indulge in them? Topic sea? . Although a lot of time and energy have been invested, the effect is very small and poor. In this regard, we must keep a clear head in the process of chemistry teaching in senior three and try our best to handle the following relations.
1. The relationship between textbooks and review materials.
Textbooks are the basis of the general review of chemistry, and their functions cannot be replaced by any information. Grasping the outline in the general review of chemistry is to make the knowledge of chemistry in middle schools systematic, structured and networked with the examination instructions as the guide and the teaching materials as the main body, and to broaden and deepen it on the basis of the teaching materials. The function of review materials is to serve this purpose. Never put the cart before the horse, and use review materials instead of textbooks. The usual practice is to choose a set of review materials as the main reference books for arranging knowledge and exercises. In the review process, we should return to the textbook at any time, find the foothold and extension of knowledge in the textbook, and constantly improve and deepen the chemistry knowledge in middle school.
2. Pay attention to the relationship between foundation and cultivating ability.
Foundation and ability complement each other. Without foundation, ability lacks the soil to take root and sprout. Because of this, one of the primary tasks of chemistry general review is to review the knowledge and skills of middle school chemistry comprehensively and systematically. Middle school chemistry knowledge and skills are generally divided into five parts: basic concepts and theories of chemistry, elements and their compounds, organic chemistry, chemical experiments and chemical calculations. For example, when reviewing chemical concepts and theories, it is necessary to clarify the essence and scope of application, and to repeatedly remember and deepen the understanding of key knowledge such as composition, structure, properties and changes of substances. The knowledge of elements and their compounds with strong regularity should be summarized under the guidance of chemical theory, so that the chemical knowledge and skills in middle schools can be structured and regular, and it is convenient for contact, extraction and application when necessary. At the same time, it is necessary to standardize the use of chemical terms (such as chemical reaction equation, ionic equation, electrode reaction equation, ionization equation, chemical formula, structural formula, electron type, etc.). ), standardize the expression ability of language and characters, and strive to pass the basic knowledge and skills one by one.
3. The relationship between chemistry and other disciplines.
Chemistry is an important basic natural science, which is closely related to mathematics, physics, biology and even social development. There are not only mutual integration and infiltration of knowledge, but also the same or similar methods to analyze and deal with problems. This is not only reflected in textbooks, but also in the college entrance examination questions in recent years, such as chemistry and social production, real life, chemistry and new technologies, new discoveries and other interrelated questions have an increasing trend. Therefore, in the review, we can focus on chemical knowledge, find out the combination and intersection of chemistry and other disciplines, and on this basis, extend and spread to other disciplines, realize the transformation from the knowledge and ability of a single discipline to the comprehensive knowledge and ability of a comprehensive discipline, promote the improvement of comprehensive quality, and effectively cultivate the ability to solve practical problems such as chemistry and society.
4. The relationship between practice and review efficiency.
Exercises are an important part of the general review of chemistry, a re-learning and re-understanding process of using knowledge to solve problems, and an important way to promote knowledge transfer, train thinking and improve the ability to analyze and solve problems. But the amount of exercise must be reasonable, on the premise of ensuring quality, to avoid simple mechanical repetition and getting into trouble? Topic sea? . Through practice, strengthen memory, master knowledge skillfully, find out existing problems, make up for weak links, expand the application scope of knowledge, improve ability, and thus improve review efficiency.
Third, think more and improve your ability.
The scope of the general review of chemistry is limited. In order to achieve the best review effect in a limited time, we can only adopt scientific methods, think more and think better.
1. Read the textbook carefully and choose words carefully.
Systematic review should be based on teaching materials from beginning to end, 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, use and description of chemical knowledge should be scientific, accurate and comprehensive, such as standardizing the use of chemical terms, correctly and comprehensively expressing experimental phenomena and operating points. The relationship between knowledge points and cause and effect. 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. Learn to reflect and improve your ability.
The cultivation of ability is another important task of chemistry general review, which usually includes observation ability, thinking ability, experimental ability and calculation ability, among which thinking ability is the core of ability. It is worth noting that the improvement of ability can not be achieved in one day, but through long-term accumulation and conscious cultivation. Therefore, in the review process, especially after doing questions, unit exams and large-scale exams, we should always look back and stop to think about whether our review is effective, whether our knowledge and skills have been consolidated and deepened, and whether our ability to analyze and solve problems has been improved. We should be good at reviewing knowledge and training in solving problems according to students' reality, instead of simply checking the answers after finishing exercises, we should further think about: what is the content of the problem, what is its essential feature, and are there any other better solutions? More efforts should be made to typical exercises and representative exercises, not only to get more than one question, but also to constantly make up and improve knowledge, and to draw inferences from others, so as to understand the ways and mysteries of examining, solving and answering questions in the process of solving problems and cultivate good thinking quality.