Experience in chemistry class change

Part 1: Experience in the reform of the middle school chemistry class

The chemistry course is characterized by enlightenment and foundation. It provides students with the most basic chemistry knowledge and skills needed for future development, develops students' ability to analyze and solve simple problems, and the ability to learn for life, so that students can gradually understand the relationship between nature and the environment from a chemical point of view, and analyze relevant society. Phenomenon, through the recent curriculum reforms, I feel very rewarding.
1. Renew traditional ideas and rebuild your own teaching methods
The key to teaching is the teacher. The implementation of curriculum reform must be realized through a series of teachers' practice. Therefore, the role of teachers in curriculum reform is very important. We recognize that we must change the concept of curriculum. Curriculum reform is not only the replacement of teaching materials, but the development of students in the first place, motivating students to actively participate in scientific inquiry. Therefore, we must not only have a strong sense of responsibility for our teachers, but also constantly change the traditional teaching concepts according to the concept of the new curriculum, and rebuild our teaching methods with the diversified learning methods advocated by the curriculum standards. In the specific teaching, we insist on taking students as the center, designing each class, paying full attention to the changes in students' knowledge, skills, methods, emotions, attitudes, values, etc., and encouraging students to have individualized learning.
2. Change teaching methods and improve classroom 45-minute efficiency
The implementation of the new curriculum requires us to change the original teaching methods. We can no longer bury ourselves in the sea of ​​questions to summarize the "knowledge points", teach students "focus", and bring students to a question bank that can't be completed. Instead, we should study the teaching seriously, bring students a relaxed and efficient learning environment, and evaluate the "professional" of their teaching work according to the concept of the new curriculum.
3. Boldly cut the concept and simplify the concept, breaking the definition-centered teaching model
Compared with the original syllabus, the total amount of knowledge required in the new curriculum is reduced, the components that are too difficult or obsolete are removed, the technical requirements of chemical calculations are reduced, and the learning content related to chemistry and society, technology and life is supplemented. Inquiring learning materials, focusing on the foundation, modernity and practicality of content.
In the teaching process, we insist on taking student activities as the center and try to let students explore themselves. When carrying out the concept of new textbooks and the expression of theoretical knowledge, break the definition-centered teaching model, not define children, and let students construct their own knowledge structures.

Part 2: The chemistry class changes the experience and experience essay

As a front-line teacher, I strive to change my educational philosophy, constantly explore, and make full use of teaching and research activities, business learning, teaching meetings, etc. to actively learn the spirit and philosophy of the new curriculum reform. When the number of class hours per week is 3 hours, I feel that the content is large in capacity, the class is tense, and elective courses and research studies are carried out.
First, classroom teaching is the focus of the new curriculum reform experiment, but it is also a difficult point in the curriculum reform. The following are some experiences in the classroom teaching under the new curriculum reform background.
1. Classroom teaching must adhere to the four basic principles of “people-oriented, guiding inquiry, teacher-student interaction, and common development”.
According to the new curriculum concept of "student initiative and all-round development" and the "independent, cooperative, and inquiring" learning style, we try to propose new curriculum reform classroom teaching must adhere to "based on student development, to implement knowledge and skills, processes and methods, The three-dimensional teaching goal of emotion, attitude and values ​​is the core to stimulate and cultivate students' interest in learning chemistry, so that students can establish self-confidence in learning, develop good study habits and effective learning strategies, and promote the spirit of independent learning, cooperative learning and inquiry learning. Advocate “student initiative, willingness to explore, diligent, develop students' ability to collect and process information, acquire new knowledge, ability to analyze and solve problems, and the ability to communicate and collaborate.” Various inquiry activities must be organized around students. Students are the most active and active elements in the classroom. In the teaching process, teachers are participants, facilitators and instructors of classroom teaching.
2. Take "first learning - post teaching - training in the classroom" as a new model for exploring chemistry teaching.
We take "knowledge-based, training as the main line, and thinking ability as the core" as the strategy for implementing the new curriculum classroom teaching, and take "first learning - post-teaching - training in the classroom" as a new classroom model for exploring chemistry teaching.
3 Classroom teaching must be done to allow students to “think participation, emotional participation, and behavioral participation”.
The class focuses on making students "moving" and working hard on the word "living". It combines students' "mind participation, emotional participation, and behavioral participation" to activate students' thinking, initiate initiative, guide inquiry, and adopt traditional teaching methods. It is combined with modern teaching methods: combining "teaching" with "guidance", "inquiring learning" and "receiving learning", and using "inspired teaching" and "inspired" teaching to truly realize students. The subject status.
Second, our transformation after the curriculum reform
After half a semester of hard work, as a frontline teacher, we feel a big change:
1. The shift of work focus: the new textbooks abandon the shortcomings of traditional textbooks, pay more attention to the applicability of knowledge, and attach importance to the forms of “observation and thinking”, “activity and inquiry”, “communication and discussion”, etc. The subjectivity of students, focusing on practice and innovation, based on the development of students, the focus of teachers' work has also changed. My current work focuses on five aspects: one is to study curriculum standards, the other is to study teaching methods, three It is a research method, the fourth is to study the personality characteristics of students, and the fifth is to study the evaluation of students. The focus of our school's chemistry teachers has changed a lot.
2. The change of teachers' evaluation methods: Since the teaching emphasizes the students' experimental ability and the cultivation of innovative spirit, it pays attention to the learning process rather than the result, pays attention to the emotional experience rather than the simple knowledge, and changes the single teaching in the past. The scores of students are evaluated by scores. Chemistry teachers focus on the motivational evaluation language, paying attention to students at each level and making different evaluations. Pay attention to the evaluation of learning attitudes and emotions, and fully mobilize the non-intellectual factors of students.
Student transformation
Under the guidance of teachers, students' learning has changed from a closed, one-way acceptance to autonomous, multi-directional communication and inquiry, and cooperation. Under the guidance of teachers, students actively participate in the teaching process. Because exploration and learning is more problematic, practical, participatory and open, it greatly mobilizes students' enthusiasm for learning. In the inquiry, the students are motivated, have setbacks, and have more success and joy. In the study of knowledge, they have realized the taste of real scientific research, thus cultivating the scientific spirit of students.
Students are no longer limited to studying chemistry in books, but learning from life and establishing a new concept of “chemistry everywhere.”
The winter vacation was coming soon, and we had a three-and-a-half-day training. We felt that we had a great harvest and we had two classes. After listening to these two lessons, especially the teaching lessons of the first section of the concept, I feel refreshed. This class has a good reference for the teachers of Gao Yi, which reflects the spirit of the new curriculum reform and is a good lesson. The introduction of the class is distinguished by the connection of two chemical reactions, and the redox reaction is seen from a new perspective. This lesson does not analyze the oxidant and reducing agent from the change of the conventional valence, but reveals the concept from the existence of the electronic gain or loss. The reaction of the copper-zinc primary battery is used to give students an intuitive understanding that there is a chemical reaction. There is no electronic transfer. The experiment of the original battery is properly used, and there is no super-level until the point is reached. In addition, the experimental design is also the highlight of this class. The sodium and chlorine reaction experiments are obvious. After the students see it, they exclaim and make the classroom atmosphere reach the climax. At the same time, the experimental device designed by the water bottle is used to avoid environmental pollution. Third, in this lesson conceptual principle class, the chemistry of the teacher's explanation is not a dry education, but a stimulating student's creative passion. I want students who have listened to this lesson to fall in love with chemistry.
The new curriculum reform is in full swing, teachers and students are advancing in the process of exploration, confusion, expectation...

Part 3: Experience in the reform of the middle school chemistry class

Now, China's new round of basic education curriculum reform is in full swing. Under the new educational concept, the teaching methods of teachers and the learning styles of students have changed a lot. In the traditional teaching process, the teacher is the actor, the student is the audience, the actor only manages whether the performance is successful, and does not care whether the audience can accept the understanding of the performance content. In today's vigorous implementation of quality education, the concept of teachers must be changed, the role of teachers must be changed, from actors to directors, and students should be actors. Under the guidance of the teacher, let the students give full play to their talents and ability to play their own plays. Only in this way can a new generation of high-quality innovative talents be cultivated.
The more profound changes resulting from this curriculum reform will be reflected in the changes in teachers' teaching concepts, teaching methods, and teaching behaviors. Because the concept of any curriculum reform ultimately depends on teachers to achieve and improve in teaching practice. The role of teachers in teaching must also change in order to meet the needs of educational reform and development.
First, why does the role of the teacher need to change?
Mankind has entered the 21st century, knowledge is replacing capital and energy, and it has become the most important production factor in the future society. The result must be the emphasis on education and the importance of talent. The new curriculum reform is based on changing the way students learn, emphasizing an active inquiry-based learning, which is quite different from the existing subject teaching, mainly in:
1. Take "problem" as the carrier; focus on investigation. Research-based learning aims to study problems, without textbooks and outlines, which leaves more room for creativity for teachers and students.
2. Be open and focus on practice. From the research questions, the data acquisition, and the research results, they have broken through the closed state of the original subject teaching, and the students walked out of the books and went to the society. "New Course Education Network" @ Copyright All @
3. Students complete their own learning tasks and focus on ability development. Under the guidance of the teacher, students can choose to study the content of their own learning according to their own interests, freely combine groups, formulate implementation plans, and design plans. Until the completion of the learning task.
4. Emphasize the feelings and experiences of students and focus on the research process. It can be seen that research-based learning is characterized by practicality, openness, autonomy and procedurality. Its appearance changes the status and role of teachers in teaching. Teachers are no longer just the imparters of knowledge. He will become a learner, organizer, collaborator, participant, researcher, instructor and promoter.
Second, what will happen to the role of the teacher?
▲Transformed from the transfer of knowledge to the facilitator of student learning
▲Transformed from the teaching manager to the leader of student learning
▲From the condescending authority to "the chief in equality"
The traditional relationship between teachers and students that has been formed in China for a long time is actually an unequal relationship. Teachers are not only the controllers of the teaching process, the organizers of teaching activities, the developers of teaching content, and the judges of students' academic achievements, but also absolute. Authority. For many years, teachers have become accustomed to teaching according to their own design ideas. They always try to "format" students according to their own requirements, although they are not standardized, but completely correct, or even creative. In the face of new textbooks, our chemistry teachers are no longer the masters of the past knowledge, because the new textbook is by no means a teacher who sings a one-man show.
A teacher wrote in the course reform experiment: "We have been exploring quality education in recent years, and where is the breakthrough of quality education in our discipline? Curriculum reform provides teachers with specific practices and guidance. Teachers not only let students master basic skills, but also pay attention to the learning process and methods, and form good emotional attitudes and correct values, so that teachers become more important in the process of teaching, and become more important in teaching process. The mastery of heavy knowledge is to give students a good emotional experience, and to change their academic performance is the development of students. "This teacher's experience more typically reflects the teacher's process of thinking transformation. What does this behind the "change"? And Yu, it is precisely the transformation of the role of teachers. Through the curriculum reform experiment, the majority of teachers fully realized that the teacher is to be the spokesperson of the original chemical knowledge, the transmitter of the teaching content, the operator of the knowledge production line, and the organizer, guide, and collaborator of the student learning. The transformation of the role of teachers paved the way for the smooth implementation of the curriculum reform experiment. "New Course Education Network" @ Copyright All @
The new curriculum emphasizes that teachers are the collaborators, guides and participants of student learning. The teaching process is an interactive process of teacher-student interaction and common development. Communication means everyone's participation means equal dialogue, and the teacher will turn from the condescending authority to the "host of equality." In the new curriculum, teacher education and student learning will continue to allow teachers and students to learn from each other and form a true "learning community". The teaching process is not only a process of faithfully implementing the curriculum, but also a teacher and student. The process of jointly developing courses and enriching the curriculum, the curriculum becomes two dynamic and development, and the teaching truly becomes a creative process of individualization of teachers and students. In the past, teachers focused on the integrity and systemicity of knowledge, and the theory was lightly practiced, which led teachers to focus on the teaching of knowledge in teaching. However, the teaching materials abandon the drawbacks of traditional textbooks, pay more attention to the applicability of knowledge, and pay attention to the form of "observation and thinking", "activity and inquiry", "communication and discussion" in the knowledge transfer, and emphasize the subjectivity of students. Focusing on practice and innovation, based on the development of students, the focus of teachers' work has also changed.
In the past classrooms, the teacher continually said that it is the absolute authority of chemistry. In order to cope with the examination, students are required to memorize those so-called key knowledge, coupled with a large number of repeated training and curriculum reform, teachers must change the past practice. Teachers can no longer use the "one-sentence" approach to dominate the forum, using a way of thinking, a training model, and a standard answer to "cultivate" students. For example, when exploring the experiment of carbon dioxide dissolved in water, students designed more than ten programs to study whether each program is feasible and let students feel democracy and equality. Through inquiry activities, students feel the joy of cooperative learning. This increases the understanding and communication between teachers and students, and more integrates students' learning activities and communication.
So how does the role of the teacher as a facilitator of student learning play? I think it can be done in the following ways:
The first is to actively watch. When students observe, experiment or discuss independently, teachers should actively watch and actively listen; feel the students' behaviors, think and think, keep abreast of the various situations in the classroom, and consider how to guide students in the next step.
The second is to give students psychological support, create a good learning atmosphere, adopt various appropriate methods, give students psychological security and spiritual encouragement, make students' thinking more active, and explore enthusiasm is even higher.
The third is to pay attention to the cultivation of students' self-discipline, pay attention to educating students to observe discipline, to be friendly with others, and to cultivate a spirit of cooperation. Third, the transformation of the role of students
In the curriculum reform experiment, the biggest change of students is that the enthusiasm for learning in the depths of the heart is greatly stimulated, and the subjectivity is truly played. The external performance is a strong interest in chemistry classes.
1. Changes in learning style
2. Inspired by teachers, students' learning is transformed from a closed, one-way acceptance to a free, multi-directional communication and inquiry.
3. Under the guidance of teachers, students actively participate in the teaching process and change the passive state of "listening, remembering, backing, and practicing" in the past. Because inquiry learning is more problematic, practical, participatory and open, it has greatly mobilized the enthusiasm of the majority of students. In exploring the flour explosion experiment, students explored whether the flour explosion is a physical change or a chemical change. Is the flour flammable? Why do you want to blow the flour up? In the inquiry, the students brainstorm, there are setbacks and repeated successes, and the process of scientific research is more experienced in the study of knowledge, thus cultivating the scientific quality of students.
4. In inquiry learning, the majority of teachers also pay attention to the cooperative learning of students and cultivate the basic quality of cooperation. In teaching, teachers pay great attention to designing problems and grouping according to different levels. They pay attention to the cooperation between groups, pay more attention to cooperation between groups, pay attention to each other, feel the anxiety of exploration, accept the disappointment of failure, and share the success together. Happiness and joy.
5. Change in learning style
6. In terms of the form of learning, the curriculum reform has broken the rigid and flexible pattern of a book that has been consistent with many years of work.
7. Students are no longer limited to studying chemistry in books, but learning from life and establishing a new concept of "chemistry everywhere." Some teachers design "family chemistry experiment", some teachers closely combine the reality, let students examine the changes in the surrounding environment in recent years, investigate the changes in the resources of the Yangtze River in their hometown over the past 10 years, and let the students go to the sewage treatment plant for inspection. Write a chemical essay. In this open learning process, students' good citizenship qualities have also been cultivated.
8. The variety of learning styles of students has changed the same stereotypes of past assignments. Instead, it is a small paper, a small invention, a small production, and so on. Students have a wide variety of knowledge chapters or diagrams, or texts, or poems, or tabloids. Even homework, there are unprecedented and interesting vignettes, which are inspired by the novel forms of new textbooks.
9. Some students have collected nearly forty materials, have experimental design, have experience of a certain class, have experimental reports, have collected materials, have popular science articles, have investigation reports, have self-evaluation, and have personal experience. There are discussion materials, chapter knowledge and induction.
10. Integrating the above changes between teachers and students can be summarized as "five more than five less": teachers are less talked about, and student activities are more: teachers are less according to the textbook, more experimental design and lesson preparation; student death record There are fewer hardbacks, more extracurricular practice; fewer homework assignments, more assignments; less criticism from teachers, more encouragement and performance. In short, the transformation of the role of the teacher is the key to the entire teaching activity. As long as the teacher puts himself in the position of the director, he will share the platform with the students. The platform will be used as a platform for interaction between teachers and students, so that students can fully exert their talents and potentials and perform their own plays, thus improving the quality of teaching.

Chapter 4: Review and Summary of the Situation of Chemistry Curriculum Reform in the Middle School

The curriculum reform in the compulsory education stage is based on the improvement of students' scientific literacy and the use of scientific inquiry learning as a breakthrough to enable students to acquire the basic knowledge and basic skills of chemistry needed for further study and development.
The new chemistry curriculum is characterized by enlightenment and foundation. It provides students with the most basic chemistry knowledge and skills needed for future development, develops students' ability to analyze and solve simple problems, and the ability to learn for life, so that students can gradually understand the relationship between nature and the environment from a chemical point of view, and analyze relevant society. phenomenon.
The basic idea of ​​this chemistry curriculum reform is:
1. From the perspective of the goal: to over-emphasize the mastery of the "double base" to train students to comprehensive scientific literacy.
2. From the content point of view: from the excessive attention to the subject system knowledge to close to the society, close to life, reflecting the transformation of STS education ideas.
3. From the perspective of implementation: it is necessary to shift from accepting learning to inquiry-based learning.
4. From the evaluation point of view: from only paying attention to learning results and knowledge acquisition, to the process and method that pays attention to both results and knowledge, and pays attention to the formation of scientific attitudes, emotions and values.
First, the basic situation
In this semester, our school's chemistry teaching and research group uses the concept of the new curriculum to guide the overall situation of chemistry and teaching work, grasp the key points, closely link with the school's education and teaching practice, strengthen study, in-depth inquiry, and be brave in practice, taking subject research as the guide, regular teaching and research as the basis, using new The concept of the course continuously improves the teaching of teachers and the study of students, with a view to improving the quality of chemistry teaching throughout the school.
When implementing the new curriculum, we are very close to “For all students, chemistry as a tool is the most basic scientific knowledge necessary for future social citizens. Not only do they need to know what chemistry is? Why? More importantly What can be done in social practice? How to do it?" and other issues, boldly made reform attempts, and achieved initial success in cultivating students' scientific literacy.
Second, the main experience and results
1. Renew traditional concepts and rebuild your own teaching methods
The key to teaching reform is the teacher. The implementation of curriculum reform must be realized through a series of teachers' practice. Therefore, the role of teachers in curriculum reform is very important. We recognize that we must change the concept of curriculum. Curriculum reform is not only the replacement of teaching materials, but the development of students in the first place, motivating students to actively participate in scientific inquiry. Therefore, we must not only have a strong sense of responsibility for our teachers, but also constantly change the traditional teaching concepts according to the concept of the new curriculum, and rebuild our teaching methods with the diversified learning methods advocated by the curriculum standards. In the specific teaching, we insist on taking students as the center, designing each class, paying full attention to the changes in students' knowledge, skills, methods, emotions, attitudes, values, etc., and encouraging students to have individualized learning.
2. Adapt to the requirements of curriculum reform, adjust and improve their knowledge structure
In terms of improving our teaching quality, we insist on preparing for classes twice a week on Mondays and Fridays, in-depth study of chemistry curriculum standards and new textbooks, inquiring information, researching experimental programs, one person master and support, supplemented by everyone, combined with everyone's collective wisdom Every lesson. Adhere to the open class activities of the teaching and research group once a week, one person is presenting, one person is the main comment, and everyone proposes.
After the class preparation, each person continued to prepare 2 lessons, flexible creation of teaching scenarios, continuous analysis and analysis of other people's teaching cases, and actively compensate for their lack of discipline and teaching quality.
3. Change teaching methods and improve classroom 45-minute efficiency
The implementation of the new curriculum requires us to change the original teaching methods. We can no longer bury ourselves in the sea of ​​questions to summarize the "knowledge points", teach students "focus", and bring students to a question bank that can't be completed. Instead, we should study the teaching seriously, bring students a relaxed and efficient learning environment, and evaluate the "professional" of their teaching work according to the concept of the new curriculum.
In addition, the school conducts open-ended teaching, uses the "red candle cup" to teach the competition, and conducts disguised training for our teachers. Practice has proved that this “participatory” training method helps to improve teachers' ability to master new courses more quickly.
4. Boldly cut the concept and simplify the concept, breaking the definition-centered teaching model
Compared with the original syllabus, the total amount of knowledge required in the new curriculum is reduced, the components that are too difficult or obsolete are removed, the technical requirements of chemical calculations are reduced, and the learning content related to chemistry and society, technology and life is supplemented. Inquiring learning materials, focusing on the foundation, modernity and practicality of content.
In the teaching process, we insist on taking student activities as the center and try to let students explore themselves. When carrying out the concept of new textbooks and the expression of theoretical knowledge, break the definition-centered teaching model, not define children, and let students construct their own knowledge structures.
For example, in the conceptual teaching of elements, we first introduce the life and contribution of the Russian chemist Mendeleev, projecting the periodic table of elements, introducing the known common substances such as oxygen, carbon dioxide, water and hydrogen peroxide, so that students can form a profound After the impression, the students themselves construct the definition of the elements, and the teacher then dials them. The practice proves to have a very good effect.
5. Make full use of resources to make the learning of elemental compound knowledge vivid
The new curriculum has fundamentally changed the entry point of elemental compounds, focusing on the connection between elemental compounds and social life. A complete knowledge system is no longer required.
Therefore, we make full use of teaching CDs, teaching websites, newspapers and magazines and other channels and resources to analyze the knowledge of elemental compounds. Such as "rare gas in the lamp", "low temperature phenomenon - use of liquid nitrogen", "air pollution and prevention", "fish pond oxygenation", "oxygen industrial production method", "understand local water pollution", " Understanding drinking water quality and water purification methods, "diamond, graphite, C60", "dry ice formation and sublimation", "experimental exploration of the quality relationship in chemical reactions", "exploration of combustion conditions", "fire caused by different materials" And self-help" and so on.
This practice of learning the knowledge of elemental compounds from the experience of students embodies the concept of “from life to chemistry, from chemistry to society”. The amount of compound knowledge seems to be reduced, but encouraging students to discuss more substances around them is actually richer than the original compound knowledge, and the concept is more scientific.
6. Help students master new learning methods
For curriculum reform, not only teachers need to change their teaching concepts, but students also need to change their learning concepts and learning methods. Scientific inquiry learning is mainly to enable students to have the ability to learn for life, and to fully understand the importance of this issue. In teaching, we always adhere to the student-centered, design each class, help students learn to use the observation, experiment, investigation and other methods to obtain information widely, can ask questions from daily phenomena and chemistry learning, make conjectures or assumptions, design Experiment or related activity plan, seek the basis or evidence to solve the problem, treat relevant information and materials qualitatively or quantitatively; learn to express and communicate in the inquiry, be good at cooperating with others, experience the fun and positive emotion of the activity, cultivate Scientific attitudes and values. In addition, students can start a discussion on how to learn chemistry is most beneficial to our development; hold a debate on learning methods; and hold lectures on scientific methods. Practice has proved that the above methods and measures have achieved certain effects in the implementation process.
7. Solve the problem of educational resources because of simplicity and adapting to local conditions
In "exploratory learning", due to the limitations of conditions, it is impossible for each classmate to independently conduct inquiry activities. Therefore, we generally voluntarily group students according to the students, and teachers should make appropriate adjustments to try to achieve the difference in learning level between groups. Not big. In this way, in the class, the group is the unit of inquiry, the teacher is mainly concerned with the learning activities of each group, and the individual learning of the students is the concern of the teachers and the members of the group.
Third, existing problems and analysis
1. The new curriculum standard is not as specific as the old syllabus. It is not unclear about the teaching requirements of chemical knowledge in the new curriculum standard. Some problems and the breadth and depth of knowledge are difficult to grasp and implement.
2. The original teaching requirements and habits are defined as a concept, but now it is difficult to find a specific definition in the new textbook. Therefore, after diluting the concepts and principles, students can master the basic chemistry knowledge, teachers are teaching There are quite controversial issues on how to deal with it. In fact, although the cognitive objectives of the new curriculum on chemical concepts and principles have been reduced, the knowledge has been broadened, and the knowledge within and outside our disciplines needs to be strengthened.
3. The new teaching materials are attractive and interesting, but the knowledge is too fragmentary and the knowledge points are not concentrated. There are no chapters in the textbooks. It is not easy to form a knowledge system. It is not easy to take notes, not to summarize, and to have deeper memories. Certain obstacles.
4. The class size is too large, it is difficult to organize the inquiry activities, and the inquiry learning requires the small class teaching as much as possible. Due to the limitations of the conditions, this requirement is not met, which brings certain difficulties to the curriculum reform.
5. Insufficient experimental facilities, insufficient number of laboratories, equipment and medicines are not matched, and it is difficult to purchase. There are many exploratory learning experiments, and most of them are proposed by students. The randomness is very strong, the requirements for experimental facilities, reagents and medicines are very high, the intensity of teaching preparation is obviously improved, and the shortage of funds is very difficult.
Fourth, recommendations and countermeasures
1. Exploratory learning is the core of the new curriculum. Students should have time to verify their new ideas, and have time to discuss and arrange experimental exploration. Therefore, the more comprehensive "exploratory learning" class, the school is best adjusted to a continuous class, so that the "inquiring learning" course can be implemented smoothly.
2. Data enquiries, social surveys and other activities can be carried out in extracurricular activities and in spare time. The school network should have open conditions for students.
3. The concept of teaching needs to update concepts and methods, but in what way to teach the concept of principles, how to benefit students to understand the teaching problem in the specific implementation has not solved the ideal degree, in actual teaching is still worth a discussion Question.
4. The senior high school entrance examination is a selective examination. It must be ranked. As a teacher, we all have such concerns. The reform of the senior high school entrance examination plays a leading role in the promotion of curriculum reform. Therefore, the success or failure of the reform of the senior high school entrance examination will be the vane of whether the new curriculum can enter a benign orbit.

Chapter 5: Experiences in the New Curriculum Reform of Guozhong Chemistry

“Science comes from practice”, and any scientific invention and creation must go through many experiments. The core concept of the new curriculum teaching is to cultivate students' inquiry spirit and creativity, and develop students' cognitive ability in the exploration of practical activities. Chemistry is an experimental-based discipline. Chemistry experiment teaching is an important part of chemical knowledge teaching. Guozhong Chemistry is the enlightenment stage for students to learn chemistry knowledge and cultivate students' scientific literacy. The curriculum reform focuses on students' exploration in practice. In the process of inquiry, they master the basic knowledge of chemistry, basic concepts, knowledge of chemical terms, simple calculation methods, etc., and cultivate certain basic chemical operation skills, so that students' hands-on experimentation becomes an important means in curriculum reform teaching.
1. Inquiring activities stimulate students' curiosity and enhance students' curiosity
In traditional teaching, teachers demonstrate experiments on the podium, and students are only viewers. In contrast, the curriculum reform allows students to enter the laboratory to experience the experimental process, including design, discussion of confusion, exchange of experience, collaborative operation to complete the experiment, etc. In the curriculum reform, the experimental content is close to the actual life, and the actual chemical knowledge is connected. . From the colorful and chemistry world, the textbook explores the burning of candles, the composition of the human body's exhaled gases, and the various changes in the material world, which stimulates students' curiosity in learning chemistry. For example, in the inquiry experiment of candle burning, some students put forward: “Why does the candle not shine?” Must use a match to ignite the candle wick? If there is no wick, can the candle ignite?” The students have aroused the enthusiasm In the discussion, the students repeatedly concluded that the solid candle was ignited by fire. In fact, when the light was ignited, a small amount of wax on the wick was heated and melted into steam. The steam was easily burned, and heat was generated to re-melt the wax under the wick. Due to the capillary phenomenon, the candle oil will reach the top of the wick and continue to burn. Therefore, the wick should be ignited with a wick, and the wick should be ignited with an alcohol lamp. The inquiry has enabled the students to master the related knowledge that “materials also undergo physical changes in the process of chemical changes” and put forward many questions to be explored.
Second, the curriculum reform has strengthened the cultivation of students' good experimental habits and inquiry ability.
The inquiry activities in the curriculum reform pay more attention to the students' "hands and brains". Many inquiry experiments require students to do their own hands, design solutions, collect data, observe and explore, and explore scientific principles. The first module of the textbook allows students to “walk into the lab” and start with the “laboratory rules” to allow students to practice the basic experimental methods. The purpose is to enable students to experiment safely and make the experiment a success. From the identification of the trademark on the reagent bottle, the basic operation of the commonly used instrument, to the access of the drug, in the practice to correct some of the students' incorrect operation of the instrument. It fully demonstrates that after the inquiry activities are carried out, the students' ideas are broad and their thinking ability is enhanced. Because students observe the chemical changes and chemical phenomena in their lives very carefully, they understand the very close relationship between chemical experiments and social life and science and technology. .
Third, the curriculum reform promoted the common development of teachers and students
The curriculum reform textbook changed some demonstration experiments into “activities and inquiry”, which were jointly participated by teachers and students. It carried out interactive teaching, allowing students to complete the inquiry experiment, and cooperated to discuss and design solutions when they encountered problems. Get the right conclusions in the experiment or find a way to solve the problem. This will inevitably strengthen the initiative of students to learn knowledge. By allowing students to design experimental programs, students can actively seek knowledge and gradually draw scientific experimental conclusions. To mobilize the enthusiasm of students to learn, to cultivate their innovative thinking ability is the curriculum reform, so as to achieve the common development of teachers and students, to achieve the development direction of innovative teaching in the curriculum reform. For example, in the seventh unit of the textbook “Principles and Methods of Fire Fighting”, the experiment “Why is the burning phenomenon of candles different?” After the students completed the inquiry activities, many students felt that this experiment can only explain one of the three conditions of fire fighting: “ Oxygenation or reduction of oxygen can stop the combustion of combustibles." And "clearing combustibles or isolating combustibles from other items" "falling the temperature below the point of ignition" does not specify. In order to explain the other two conditions of fire extinguishing, the students suggested adding an experiment of "cutting the burning wick with scissors to extinguish the burning candle" and an experiment of "steaming with water to extinguish the fire". All of these situations indicate that students not only have a solid grasp of the experimental inquiry activities and basic chemistry in the textbooks, but also are associated with some of their innovative ideas and life experience. If these two methods are added to the textbook to explain the three principles of fire fighting, students should be more clear about the principle of fire fighting. This shows that teachers and students jointly explore chemistry knowledge is the characteristics of the new curriculum teaching materials. It allows students and teachers to communicate with each other, interact with each other, participate in teaching and research activities, and give full play to the individuality of students' active learning and improve the quality of chemistry teaching.
Fourth, the curriculum reform textbook has increased the content of sts teaching related to chemical knowledge, and promoted the environmental awareness of students.
With the warming of the Earth's climate, urban air pollution is aggravated, water shortages, soil erosion, and desertification have become the subject of human “sustainable development”. The new course materials will take the knowledge of chemistry and environmental protection as an important part of the national chemistry, and introduce the new term “green chemistry” to young students in light of the environment in which people live. The air quality and water pollution are important elements of environmental protection. Learning, and increase students' concern about daily air quality forecasting, organize students to use survey and research methods to collect and record the pollution situation, pollution hazards, sources of pollution, and explore ways to rectify the situation. Communicate, express opinions, and comment. Many students and classroom teachers start with an investigation of the pollution around the school and the neighborhood where they live, and write survey reports through a variety of social activities. Some students deliberately take water samples to the laboratory and teachers to distinguish between river water, tap water and distilled water by using different methods of distinguishing between hard water and soft water, and to compare and find similarities and differences. This activity gave students a deep understanding of the importance of preventing water pollution.
In short, the curriculum reform has enabled students to increase their knowledge in practice, enhance their ability to act, help them master the basic knowledge of environmental science, strengthen their enthusiasm for participating in environmental protection, and implement quality in improving their scientific literacy and cultivating lifelong environmental awareness. education.