Reflection on chemical teaching

Part 1: Reflection on chemical teaching

The teaching of chemical formula is relatively fast in the concept and meaning of teaching. However, the writing and mastering of chemical formula is difficult. Many students always make mistakes. For example, NaCl students often write Na2Cl, and Na2CO3 often Written as Na2CO3, combined with the deficiencies in the previous teaching, I have practiced in the teaching of these two years that strengthening the training in the writing of the initial chemical formula can effectively help students better master the writing of chemical formulas. Spend more time in the classroom to practice.
When learning the meaning of chemical formula, students can combine the book to give four meanings from the given chemical formula H2O, and then let them close the book, write any familiar one or several chemical formulas and express meaning in the draft, and then Please tell the chemical formula you wrote and its meaning, the teacher will correct it. Finally, write H2O2 on the blackboard to see who can express the meaning at the earliest. In such an atmosphere, students enhance their attention to understand and grasp the meaning. At the same time, they have the most preliminary understanding of the writing of chemical formula.
When writing the chemical formula of a compound according to the valence price, first guide the students to speak the writing principle, the teacher who supplements the deficiency, and then write the name of the compound composed of two elements, such as: water carbon monoxide, phosphorus pentoxide, sulfur dioxide, hydrogen chloride, sodium chloride, chlorination Calcium sulfide, aluminum oxide, etc., let students try to write, emphasizing the use of valence algebra and verifying the correctness of the chemical formula, so as to prevent students from writing things. Then please classify the chemical formulas written by the constituent elements to see what is the law. Students can find metal and non-metal, non-metal and non-metal and divide them into two categories. On this basis, we will guide you to summarize, and the effect is much better than teaching students to write again. In the future, we will do the consolidation exercises. In addition to the class after class, we will arrange relevant chemical exercises to allow students to read and write, telling them that they will spend ten minutes to pass the class in the second class. In a short time, the students will focus on this part of the memory. And make full use of your time to back and remember to meet the requirements of customs clearance.
Now every time this part of the teaching, especially the chemical writing and practice, takes twice as long as the past, but the effect is obvious.

Chapter 2: Reflection on Chemical Teaching

Through the study of this section, students realize that chemical symbols can be used to represent substances, but the existing understanding is far from enough. The main manifestations are: they do not know that these symbols are the chemical formula of matter; the chemical formula of matter can not only represent matter, even Knowing can also mean other meanings, but it is not systematic or comprehensive. In view of this, I designed the problem in the pre-class preparation section: “writing the chemical symbols of common substances and classifying them” and “trying to say the meaning of the chemical formula 'H2O'”. The topic is to let students understand the key points of this lesson with the help of textbooks. Then, use the questions in the classroom to complete the key content of this lesson.
Next, let the students combine the different writing methods of different elemental chemical formulas to summarize the rules of the simple chemical formula. It should be said that letting students discuss the problem of compound writing is a small climax of this lesson, and it is also a concrete manifestation of cultivating students' ability to analyze and solve problems. In the classroom, students are brave enough to speak and complement each other, and the results are very good. Finally, the students complete the synchronized exercises alone.
When exploring the meaning of chemical expression, after the teacher inspires, the students can express the meaning of 4-5 kinds of chemical formulas. At this time, the teacher makes a clever turn, turns to the meaning of the symbolic representation of the element, and proposes the meaning of the numbers in front of the chemical formula. Differentiate between macroscopic and microscopic meanings. Finally, students can basically solve the meaning of the numbers in different positions of the chemical formula. Synchronous practice questions are another deepening of key knowledge, breaking through the difficulties and making a good foundation for the study of chemical equations.
Of course, this lesson also has some unsuccessful points. It is embodied in the following: when describing the meaning of chemical formula, some students have certain difficulties in how to describe the composition of the substance and the composition of the molecule. The teacher corrects the mistakes and the students correct the mistakes. Less time, the whole class is still very tight.
In this class, perhaps my colleagues think that the classroom capacity is too small, but I firmly believe that I am designed according to the learning quality and learning habits of our students. I believe that only small capacity can cultivate their learning skills. They lost in the starting line of the chemistry discipline.
In the future teaching, we will work towards the following aspects:
Concerned about teaching materials: It is true that the teaching materials in our hands seem simple and systematic, but it has a very broad extension, and the concept of the new curriculum should be applied to the usual teaching.
Pay attention to students: find ways to mobilize the enthusiasm of students to participate in learning, such as group discussions, mutual help and other forms. The habit of the third-year students raising their hands to answer questions has been lost. This is the sadness of education. How to mobilize the enthusiasm of students is also a topic worthy of our teachers.

Chapter 3: Reflection on Chemical Teaching

Chemical terminology is the basic tool for our chemistry learning. This week, I have been teaching ion symbols and chemical formulas. From the feedback situation, students are not ideal.
Today, dictation allows students to use symbols to represent atoms, ions, etc. Students do not master well. When they represent atoms and molecules, it seems that we still need to strengthen the teaching of this difficult point. The teaching methods need to be improved so that students can learn well. Ion symbols, chemical formulas, these many chemical terms are the basis of learning chemistry, so the study of chemical terms in the middle school is particularly important.
Therefore, I feel that in the process of teaching chemical terms, in order to achieve good results in teaching, the following aspects must be achieved:
I. Dispersing difficult and difficult chemical terms in teaching Because of the large number and boring, it has become a difficult point in teaching. For example, if the difficulties are scattered in teaching, students can feel it is not difficult. Therefore, at the beginning of the beginning of the class, the elements mentioned in the beginning of the class need to be represented by the symbol of the element, and the substances they see are expressed in chemical formulas, so that the students can read more and more, and by repeated appearance, the memory naturally forms. When these chemical terms are spoken, Revealing their connotations, students are easier to master. In addition, in the teaching process, a summary of the stages should be summarized. To strengthen and consolidate the chemical terms learned. By comparing and summarizing some similar chemical formulas or chemical equations, and finding out the similarities and differences, students can give inferences to one another, and thus achieve a multiplier effect. Second, repeated practice, writing, reading, and using the combination of element symbols, chemical formulas, and other chemical terms memory and use is a gradual process, can not be said too fast, to strengthen the memory in the repeated exercises, so that students can write Read, use, and use. When students write element symbols, they often make such mistakes: case confusion, such as Mg written in mg, KMnO4 written as KMNO4, CO written as Co; in the teaching process, we give students enough practice time, we have done practice and re-joined, Let the students expose the mistakes, analyze the reasons for the mistakes in the students' practice, and finally achieve the purpose of mastery.
In short, think more and find ways. In the teaching of chemical language, students should have confidence and patience for their students. They should give timely encouragement and praise to their progress. Students will continue to be recognized and enhance their interest in learning. Learn the confidence of chemistry and lay a solid foundation for future study.

Part 4: Reflection on the teaching of chemical calculation

I. Teaching Content and Status The content of this lesson is the third lesson of the fourth chemical formula and the valence price of the fourth unit of the ninth grade chemistry book of the People's Education Edition. It mainly studies the three basic calculations of the chemical formula, namely the relative molecular mass. The calculation, the calculation of the mass ratio of each element, and the calculation of the quality score of an element are the first time students are exposed to chemical calculations. Students are required to learn the methods, calculation formats and techniques of chemical calculations to develop students' chemical computing ability and ability to test. To lay the foundation for learning other chemical calculations later.
Second, the teaching process design and teaching methods The three basic calculations of the chemical formulas learned in this lesson, the content is relatively simple, students are easy to accept, so in the teaching of the three calculations use the first to guide students to observe the examples, the group discussion inductive problem solving methods, teachers Emphasis on problem-solving format and skills, and then through the practice of students to strengthen the program, in line with the students' initial contact with the characteristics of thinking in chemical calculations, is conducive to improving students' interest in learning and classroom teaching. In teaching, it mainly uses reading materials, guiding analysis, discussing induction and practicing consolidation.
Third, the teaching effect and student response
1. In the teaching process of this lesson, the participation of students is very high, and almost everyone has activities, which greatly stimulates the enthusiasm of all students to participate in teaching, and improves the awareness of students' active learning, which is in line with the development of students in the new curriculum. The concept of education embodies the role of teachers as the mainstay and students as the main body in the classroom teaching of students.
2. In the content design of this lesson, the difficulties and points are prominent, the ideas are clear, and the combination of lectures and exercises creates an equal and harmonious learning atmosphere for the students.
3. Pay attention to the guidance of students' learning methods and the ability to calculate and calculate skills. They can pay attention to the learning and guidance of the undergraduates, so that all students can master the calculation methods and formats of the chemical formulas through the study of this lesson.
Inadequacies: Because the content of classroom teaching is relatively large, the process is relatively fast, and the students practice relatively little, which is not conducive to the correct mastery and consolidation of the calculation methods and formats of some undergraduates. For this reason, the calculations in the next lesson will be further consolidated through practice.

Part V: Reflections on the Writing of Chemical Formulas

Creating a situation to run through the entire class, the key is to set the problem, because whether the question is just right determines the success of a class, the problem can create a questionable atmosphere of seeking knowledge. For example, how do you write the chemical formula of a compound after introducing the concept of chemical formula and its meaning? At this point, it is necessary to introduce a valence. How can we naturally introduce the valence and let the students accept it?
I handled this problem on this issue. Let the students write the chemical formula of some of the compounds they have learned. The students wrote very well. After giving affirmation, let the students try to write iron oxide and ferric chloride. The chemical formula, when the students wrote a lot of strange, varied. Such as FeO, Fe2O, Fe5O7..., FeCl, FeCl2, Fe3Cl4... Which chemical formula is written correctly? The students are still ignorant like a quiz. At this time, I will ask the students questions immediately. The chemical formulas written by the students are not sure whether they are right or wrong. Where is the problem? The students immediately replied that they did not know the atomic ratio of the elements in the matter. Then ask, if the atomic number is known, can you write the chemical formula of the above two substances? can. The students answered in unison. And correctly wrote the chemical formula after giving the atomic ratio. Then the key to writing a chemical formula is to determine the ratio of the atoms of the elements in the substance. How to determine it? At this time, the students' desire for knowledge is strongly generated, and the valence is derived from this. It is a method used by chemists to determine the ratio of the atomic number of elements in a compound through countless experiments. Continue to create problems and guide thinking.
Facts have proved that the problem setting can lead students to enter the updated knowledge based on the situation of known knowledge. Students will open the door of knowledge treasures with the right set of problems, and fully enjoy the fun of acquiring knowledge.