One, the implementation of the "three-dimensional goal"
1. Implementation of the educational objectives of basic knowledge and basic skills.
2. Implement the educational objectives of process and method.
3. Implementation of the educational objectives of emotional attitude and values.
Second, adhere to the "five throughout"
1. emotional education throughout.
The essence of education is the education of love, the education of love begins with the construction of a harmonious classroom, harmonious classroom is characterized by the embodiment of equality and mutual respect, overflowing with love and wisdom.
2. The culture of education is always present.
Construction of excellent school culture, classroom culture, classroom culture, subject culture, give full play to the nurturing function of the excellent culture, cultivate students to establish a correct outlook on life, values, world view, to motivate students to be positive and enterprising.
3. Inquiry experience throughout.
Carefully study the content, timing, mode and method of inquiry and experience, change the teacher's teaching mode and students' learning mode, cultivate students' excellent thinking quality, scientific attitude of seeking truth from facts, perseverance, learning spirit and good will quality.
4. Show exchanges throughout.
Provide students with the time and stage for display and communication, so that students can fully demonstrate their views, methods, "results", fully communicate with their classmates and teachers, in the process of exchange of ideas collision, burst of innovative sparks, the development of innovative thinking, enhance the sense of cooperation, improve the ability to cooperate, realize their own value, get self-motivation.
5. Habits are developed throughout.
Cultivating students' good learning habits and behavioral habits, focusing on the development of civilized discipline, concentration, more reading and hard work, standardized writing, good thinking good habits, to overcome plagiarism homework, cheating on exams, leisurely learning, sleeve learning, head down listening to lectures, mechanical memory and other bad habits. This is every lesson, every teacher must attach great importance to and seriously solve the problem.
Three, carefully designed classroom teaching "five links"
New lesson
1.
Purpose and significance: to clarify the learning objectives of the subject, basic mastery of the basic knowledge and skills involved in the subject, the initial generation of the focus of the subject, the difficulties. Cultivate students' initiative in learning, develop good learning habits, master scientific learning methods, and lay a solid foundation for lifelong learning.
Activity form: there are three ways to choose from in this session: one is to arrange for students to pre-study before class, the second is to open a special pre-study class, and the third is to present an introductory syllabus at the beginning of each class, and then organize students to study independently. Teachers can explain to students the learning objectives and problems to be solved before independent study, or allow students to generate learning objectives and problems through independent study. The effect should not only make students gain, but also find out the difficulties and confusion. Midterm "gain" includes not only the knowledge and skills gain, but also the general learning and research methods of the subject of understanding and experience of emotion, attitude and values. The experimental inquiry content only requires students to prepare the preliminary experimental materials, preparatory knowledge and information, and does not require the content, process and method of experimental pre-study.
2. Group collegiality
Purpose and significance: through the form of cooperative group learning, exchange and discussion of independent learning, solve some of the problems encountered in independent learning, and generate difficult problems in the group. Cultivate students' ability to communicate and cooperate, learn to think independently and question each other. Let students build friendship in learning, learn to cooperate in learning, and form the good learning quality of unity and friendship, cooperation and inquiry .
Activity form: students in the group through a variety of forms of teacher-student, student-student, group-student, group-group interaction, review of the pre-study situation, through the group expression of communication, questioning and answering, generation of knowledge and skills, generation of the group's difficulties and confusions. Specific procedures are: first of all, some of the students about the main content of independent study and harvest, and then the group questioned each other, Q&A, the group can not be solved by the group leader to record the problem, to be left in the "show the exchange of" link to the whole class discussion.
Note: The study group should be divided into heterogeneous groups, where "heterogeneous" refers to both the heterogeneity of learning achievement, but also refers to the heterogeneity of independent learning ability and the ability to express and communicate, the study group should be divided to select students with strong organizational skills, expression ability to serve as a group leader; the group should pay attention to the care of vulnerable groups, more to allow them to express and communicate, the disadvantaged. Let them express their communication, the problems of disadvantaged groups can generally be solved through the form of intra-group mutual assistance; small groups of teachers should be in-depth to the group, to understand the learning situation of students, to find out the existence of general problems and typical problems of students, to think of the next step in solving the problem, and to complete the second preparation for the class.
3. Demonstrate the exchange.
Purpose and significance: to strengthen (or deepen) the effect of independent learning and group cooperative learning, to carry out the transfer and application of knowledge, and to refine and enhance the students' various perceptions. Let students fully display themselves, appreciate and motivate each other, and experience success.
Activity form: each group of students to show the exchange of group learning results (including basic knowledge and skills, key points, difficulties, experience, perception, etc.); put forward the group questions, confusion. Other groups of students for the display of the situation to supplement, correction, evaluation, and on the proposed questions, confusion, debate, answer questions. In this process, the teacher should, depending on the specific circumstances or give appropriate tips, or to participate in the debate and discussion, or to give timely and encouraging evaluation, but also for the students did not involve new issues, new methods, new ideas in time to inspire the point of view, to guide the students through independent thinking or group discussion and other ways of re-learning, and then show the exchange of new gains.
Note: Teachers should pay attention to the differences in students, grasp the opportunity to show students at all levels; show that there are many unpredictable factors in the process, the classroom teacher to capture a good classroom random factors, randomly adjusting the teaching process; show that the exchange to give full play to its openness to give students the opportunity to express their views, focusing on a variety of ideas and answers to the problem.
4. Sorting out and integrating.
Purpose and significance: to summarize the content learned in the above links, improve the knowledge system, form a scientific knowledge network, and cultivate students' ability to summarize knowledge.
Activity Form: Summarize the learning content in the form of individual independent thinking or group cooperation and discussion to generate a knowledge network; display and exchange the knowledge network, and other students or teachers to supplement and improve it.
Note: The content of the sorting and integration includes both basic knowledge and skills, as well as the general methods of learning and research in the discipline, and also includes a variety of feelings and emotions generated by students through the experience of the learning process.
5. Diagnostic evaluation.
Purpose and significance: to check students' mastery of knowledge, skills and methods of learning objectives, reintegration and reapplication of knowledge learned; to find problems and timely remedies.
Format of the activity: Teachers check students' mastery of learning tasks in the form of test papers or verbal questions or demonstration operations; problems are compensated by students' self-help, student-student mutual assistance, or teachers' pointers.
Note: The content of the diagnostic test should pay attention to the coverage of the learning objectives; it should focus on detecting the learning of middle and backward students, and organizing compensatory teaching in time for the emergence of problems.
Experimental class
1.
Purpose and significance: to stimulate students' interest and motivation in learning through problem setting, to cultivate students' awareness of the problem and the ability to find problems and raise questions, and to train students' ability to make scientific conjectures.
Activity form: Teachers set up problem scenarios, students ask questions or teachers ask questions directly, triggering cognitive conflicts and stimulating students' desire to explore; students put forward their own conjectures and hypotheses in response to the problem.
Note: Teachers can set up problem scenarios by telling stories about chemistry, connecting with daily life and production, linking with the latest achievements in modern science, and demonstrating experiments; after students have made their conjectures and hypotheses, they should be allowed to fully demonstrate and exchange their ideas, and they should be allowed to have multiple conjectures and hypotheses.
2. Designing programs.
Purpose and significance: for the conjecture and hypothesis, to determine the investigation program, the initial development of students' experimental design capabilities.
Activity form: first of all, the students take the independent study or the teacher prompts the way to complete the design of the program related to the knowledge, method of preparation and collection of information, and then by the students to design their own experimental program, and finally through the group exchange or class display to determine the experimental program of the experimental group.
Note: Students are allowed to have different experimental programs. When communicating and presenting the scheme in this session, the scientific and safety of the scheme should be ensured. When the scheme is designed, not only should the experimental principle, device, operation steps, etc. be listed, but also the precautions of the experiment should be explained.
3. Experimental investigation.
Purpose and significance: through specific experiments, to verify whether the conjecture and hypothesis are correct, to develop students' scientific attitude and experimental ability.
Activity form: independent experiments, division of labor, truthful records.
Precautions: experimental investigation, pay attention to let each student have the opportunity to operate independently, but also to do the group of students working together. Student experiments, the teacher should strengthen the circuit counseling, timely detection of problems, problem solving, pay special attention to troubleshooting unsafe operations.
4. Exchange and enhancement.
Purpose and significance: to generate the best program of inquiry and conclusions, to develop students' self-presentation ability and the ability to evaluate the experimental program.
Activity form: each group to show their experimental program, experimental phenomena and conclusions, students on the display of the situation for discussion, evaluation, screening out the best program, refining the methodology and emotional factors generated by the students' investigation process.
Note: The evaluation includes both the evaluation of the experimental program, including the evaluation of the experimental phenomena and conclusions, including the evaluation of the experimental process; the evaluation of the experimental program from the scientific, safety, economic and practical, whether simple and easy to use, whether pollution and other considerations. Teaching in addition to pay attention to the process of student inquiry, but also pay attention to the excavation of knowledge, scientific method, to complete the organization of relevant knowledge and network construction.
5. Migration and application
Purpose and significance: to complete the training of relevant knowledge and methods, master the relevant scientific methods of inquiry, and improve the migration and application of students' ability.
The form of the activity: for the scientific research methods embodied in this topic, from the perspective of students' knowledge transfer to design topics, training, and students to achieve the standard test.
Description of the model:
1. For complex experiments can be based on the question, hypothesis, program design, experiment, conclusion, communication, reflection and evaluation of the procedures of the organization of teaching, which focuses on the students' independent inquiry.
For simple experiments: can be compressed part of the link or process, the focus is on teacher-guided independent experience of students.
2. Experiments are the main form of inquiry activities, as a carrier, focusing on the process and thinking.
3. Encourage students to apply what they have learned and design experiments to study some of the phenomena of chemical reactions in life.
Review Lesson
1. Self-diagnosis.
Purpose and significance: Students review the content of the textbook or refer to the review outline, assess their own achievement of the review objectives, from knowledge, skills, methods and other aspects of self-checking, to find their own deficiencies and problems.
Activities: Teachers provide students with review outlines (textbook knowledge points, connections and links between knowledge points), design comprehensive questions to guide students to review, students with outlines and questions to complete the scanning of knowledge and problems and the initial formation of their own knowledge network.
Precautions: this stage of the teacher to design a new problem scenarios and new questions, so that students from a new background or a new perspective to look at and learn about knowledge, to give a new meaning of the old knowledge, to enhance the students' interest in review; this link to give students full autonomy to learn, to avoid the teacher to speak again in general terms; in the teaching requirements should be paid attention to relative to the stage of the new teaching or the previous round of review of the proper The teacher should pay attention to the appropriate teaching requirements relative to the new teaching stage or the previous round of review.
2. Cooperation and communication.
Purpose and significance: the exchange of the previous part of the results of learning, the group to solve the basic problems found in the process of self-study, the generation of the group's difficult puzzles and knowledge networks. Cultivate students' sense of cooperation and cooperative learning ability.
Activity form: students exchange self-diagnosis in the group, through the way of students teach students, students help students to solve the problems initially, generate the group's doubts and knowledge network.
3. Positioning enhancement.
Purpose and significance: to solve the groups' doubts and problems, to generate a complete knowledge network, and to cultivate the students' ability to show communication and discernment.
Activity form: the group as a unit to elect a representative, say their own review gains and experience, or to the blackboard to write their own knowledge network, put forward the questions and confusion; other students to answer the questions, supplement, evaluation; teachers for students can not solve the problem or not involved in the issue of inspiration and guidance to students to further explore.
Note: Some contents in junior high school chemistry need to give a complete and systematic knowledge network, some contents can not form a knowledge network, we should pay attention to summarize the laws and methods.
4. standardized test.
Purpose and significance: through training and testing, to cultivate students' knowledge transfer and application ability, feedback review effect, timely correction.
Activity form: the distribution of training questions, students independent answer, group cooperation or class display, test the effect of the problem, to solve the student's problems; teachers issued standard test questions, the implementation of the standard test, the teacher to organize feedback correction.
Precautions: this link includes two links of training and standardized testing, the design of training and testing questions should pay attention to the basic, typical, targeted, hierarchical, selected questions, and set a reasonable classroom capacity.
5. Self-evaluation.
Purpose and significance: to develop students' self-evaluation skills.
Activity form: students according to their classroom performance, their own from the knowledge and skills mastery, learning methods, review of the efficiency of the evaluation, to identify strengths and weaknesses, conducive to the improvement of the future review.