1. Chemistry teaching design courseware
Although the teachers in our teaching and research group have many years of chemistry teaching experience and accumulated some experience, we are all novices in the face of curriculum reform and new teaching materials. First of all, we seriously participated in the new textbook training organized by the county education bureau. Although in the hot summer, despite the long distance and inconvenient transportation, we have been studying hard from beginning to end. Then read through the whole textbook to understand the overall context and layout of the textbook, which is very beneficial to grasp the teaching as a whole. The first chapter is the charm of chemistry, focusing on cultivating students' interest in learning chemistry, perceiving the close relationship between chemistry and life, and understanding the most basic general methods of learning chemistry. In this way, we put emotional goals in a more prominent position when implementing the first chapter of teaching. In the third step, we will discuss the lesson plans collectively. After the division of labor, teachers will give lectures, and then collectively supplement and modify them. Often the lesson plans made at the beginning are still very old (hard to get used to), but the lesson plans after collective discussion must have development, breakthrough and innovation, and everyone thinks that collective wisdom has great energy.
First, students' intelligence can be developed by "filling in" the "blank" of new textbooks.
There are many "blanks" in the arrangement of the new textbook, some are experimental phenomena and conclusions, some are explanations of problems, which are obviously different from the old textbook, and we are beginning to feel very unaccustomed. We have repeatedly discussed how to "fill in" these "gaps". If we tell the students directly, the author's intention will become that our teacher will fill in the blanks, which is obviously a misunderstanding. We have carefully studied the second curriculum standard and realized that this is a space for students' development and can never be simply replaced by teachers. Therefore, we carefully organize students to discuss and exchange the problems arranged in the textbook and try to solve them by themselves. The experiments arranged in the textbook are either demonstrated by the teacher or completed by the students, and then the phenomena are summarized and conclusions are drawn. Even small family experiments encourage students to try and communicate, but the experiment is influenced by many conditions, and the phenomena and conclusions obtained may be completely inconsistent. So how to face the exam? We organize students to analyze the reasons, and then draw more objective (consistent) conclusions, and generally require students to write them down in textbooks for review and consolidation (after all, exams are inevitable). The process of "filling in the blanks" in textbooks is a process of guiding students to explore, and a process of acquiring knowledge and developing ability. If the new textbooks are used well, students will certainly develop well.
Second, change the way of learning so that students can learn to learn.
If students still learn new textbooks through receptive learning, they will encounter many inconveniences. Compared with the old textbooks, the "acceptable" content is obviously reduced, and the textbook system does not present all the knowledge to students very readily, so students are forced to change their learning methods. First of all, teachers are forced to train students to change their learning methods and change receptive learning into inquiry learning. In class, teachers should let students decide their own exploration direction and choose their own methods. In this process, teachers should discover their own "achievements" in time and help students make necessary self-evaluation and self-adjustment. When students have achieved initial results, teachers should urge students to conduct self-examination and self-reflection. When they encounter difficulties in inquiry, teachers should not directly tell students the methods and answers to solve problems or make too many hints, but should be an encourager and enlightener. At the same time, in the process of advocating students' subjective learning, we should strengthen the cultivation of students' cooperative consciousness, increase their communication ability through expression and performance, understand other people's views or practices, and be good at reflecting on their own thoughts and practices, so as to make judgments. This can not only improve students' current learning level, but also cultivate their basic survival and development ability, which is indispensable for a harmonious society in the future.
Third, grasp the characteristics of the subject and improve the learning ability in the experiment.
The new chemistry textbook grasps the characteristics that chemistry is an experimental subject under the guidance of theory, and gives students ample room for development in experimental teaching. Family experiments require students to learn to use local materials, experience the interest of chemical experiments and understand the close relationship between life and chemistry. Therefore, we generally don't give up these experiments easily, arrange for students to do it at home, and teachers to do it at home, and then exchange experimental information to understand the purpose, principle, phenomenon and conclusion of the experiment. Experimental design is a new high requirement put forward by the new textbook. Even if a very elementary design is completed, students are required to have a certain cognitive basis for experimental principles, a preliminary understanding of the functions of experimental instruments, some experience in the combination of experimental devices and a sense of innovation. So seemingly simple design is also an advanced comprehensive activity. The requirements of experimental teaching of new textbooks are just like the four steps put forward by Mr. Tang in the lecture "Interpreting New Textbooks": Know how to do it? Learn how to do it. Do you understand why you did it? Think about what else you can do. The first two steps are to cultivate students' practical ability and cooperation ability. The third step requires rational thinking (experiments are not just doing), and it is necessary to understand the use of each instrument (device) and the operation of each step of the experiment. The fourth step is innovation, which is the high realm of thinking.
The two short answer questions in this year's senior high school entrance examination are experimental carriers. One problem is the process of experimental exploration, which solves some problems (removing Na2CO3 impurities in NaCl) and finds new problems (introducing new impurities), thus further exploring and generating new schemes. The first problem is to introduce all the devices and the whole process of preparing oxygen and measuring its volume in the laboratory. Ask students to answer some questions in the experiment, and on the basis of understanding the experiment, sum up the purpose of this experiment (instead of filling in the previous purpose). Candidates are required to fully understand the experiments completed by "others (test questions)" in order to answer the questions correctly. I think this reflects the direction of experimental teaching in curriculum reform.
Through two years' teaching practice of the new textbook, I deeply realized that the new textbook provides a platform for us to change the classroom teaching mode, let students learn to learn and let students develop in an all-round way. As long as we study hard, think hard, practice boldly and reflect constantly, teachers themselves will develop and students will develop.
2. Chemistry teaching design courseware
1, Analysis of Teaching Situation of Analytical Chemistry
At present, there are still many unsatisfactory places in the teaching process of analytical chemistry, which are as follows:
The textbook of analytical chemistry describes four titration analysis methods based on the four equilibrium theories of chemical reactions, and its course content is quite repetitive with inorganic chemistry. In analytical chemistry, learning correct sampling and pretreatment is the core to solve the problem. However, in the teaching of theoretical knowledge of analytical chemistry, emphasis is often placed on the teaching of quantitative analysis methods of samples, while less is said about how to collect, process and treat analysis results. The accuracy of analysis results is closely related to the correct collection and pretreatment of samples. Without the knowledge of correctly collecting and preprocessing samples, some students will be at a loss when facing specific samples. In the experimental part, there are more confirmatory experiments and fewer comprehensive design skills training experiments, which is not conducive to cultivating students' thinking and innovation ability; Teaching methods emphasize theory over practice; Emphasis on knowledge, light method, teachers singing solo, students passively accepting knowledge, learning enthusiasm is not high, because of the lack of thinking about what they learned in class, they soon forgot; The evaluation method is single and does not emphasize process learning, so teachers' subjective influence is too great. College students do not actively broaden their knowledge, but passively accept knowledge and fail to highlight students' dominant position, thus forming a bad habit of being lazy to think, which is not conducive to cultivating students' ability to analyze and solve problems, let alone cultivate and improve their innovative ability.
2. The necessity of introducing case teaching method.
For the course of analytical chemistry, only by applying the theory correctly and flexibly to the practical process can the students' ability to analyze and deal with practical problems be effectively improved. In view of the above problems and the teaching purpose of analytical chemistry, enlightening and exploratory case teaching is very suitable for the teaching of analytical chemistry. It is not only beneficial to break the textbook-centered teaching mode, but also to combine the teaching content with the reform of teaching methods, and to implement the teaching principle of integrating theory with practice.
In recent years, the case teaching method has been widely promoted and applied in the teaching activities in the fields of law, management, economy and trade, but it has not been applied enough in the teaching activities of science and engineering courses. At present, analytical chemistry, as an important basic course of applied chemistry, environmental science and pharmacy in the College of Chemistry and Environmental Science in our school, plays a connecting role in students' knowledge system. If the original teaching methods and textbooks are followed, students will be useless because they lack a comprehensive understanding of the actual sample analysis process, which will lead to a gap between the practicality and rationality of university teaching. In order to change this situation, we try to introduce case teaching method into analytical chemistry teaching. Through the analysis and practice of one or more complete cases, let students actively participate in teaching activities, and use cases as the media to assist students to flexibly apply the basic principles and methods of analytical chemistry to solve analytical problems in scientific research and production, so that students can think and solve problems like an analytical chemist when facing practical analytical work. A complete analysis case includes the selection of analysis methods, sample collection and preparation, sample analysis and determination, data processing of analysis results and quality assurance and control. Through the combination of basic theory and examples with strong guiding significance, students' ability to distinguish right from wrong, analyze and solve problems is cultivated, and their interest in learning and self-confidence are enhanced.
3. The implementation of case teaching method
Implementation of case teaching: In the process of case teaching, the introduction, development and discussion of cases need to take up more time, but the class hours are limited. Therefore, in a limited time, teachers should not only let students understand the process, but also let students master the knowledge and skills, which are generally difficult to take into account. Send relevant materials to students before class, and ask students to consult relevant materials for the case, read the case and relevant background materials, determine their own solutions, and explore their own solutions. In class, guide students to discuss in groups and make a preliminary analysis of cases.
The case involves students' existing theoretical and technical level: for example, the effect of calcium supplementation in life is related to people's health, while milk and dairy products are not only rich in calcium but also have high absorption rate. Therefore, a case study of calcium content in some dairy products is put forward. First of all, the question is raised. What method can be used to determine the calcium in Guiyang brand Hua Shan and Haoyiduo milk? Consult the data to determine the specific determination method. Chemical analysis methods include KMnO4 redox titration and EDTA complexometric titration, and further two titration methods: direct titration and indirect titration are introduced. Flame atomic absorption spectrometry in instrumental method can also be used. Through the three methods, we can determine the comparison of the same substance, deepen the understanding of the knowledge points involved in the case, and cultivate students' ability to comprehensively use theoretical knowledge to analyze and solve various practical problems in analytical chemistry. In addition, case teaching is carried out in groups, which enables students to learn to communicate with others in discussions, which also cultivates students' teamwork ability. This paper also introduces why some places in Guizhou Province are high-incidence areas of lithiasis, how to explain this problem by analytical methods, and what methods can be used to measure the hardness of water naturally? The analysis of the source of water sample and its environment can make students pay attention to the multiple influencing factors in the actual situation and think about external factors based on theory. Analyze the qualitative detection methods and storage conditions of various ions in water samples, compare the masking methods of * * * stored ions, and choose different analysis methods according to the analysis purpose; The coordination theory of water hardness determination is analyzed and positioned, and the specific determination methods and conditions are determined.
Besides chemical analysis methods, what other instrumental analysis methods can be used for determination? The methods of instrumental analysis are: optical analysis (spectrophotometry, atomic absorption spectrometry, icP—AES), ion chromatography (IC) and electrochemical analysis (automatic potentiometric titration, ion-selective electrode method), so that students can compare the characteristics of various methods and choose flexibly in practical application. Another example is the determination of iron in industrial water. The iron content (Fe) in the crust is about 5.6%, which is widely distributed, but it is not high in natural water. Iron exists in many forms in actual water samples, and can exist in simple hydrated ions and complex inorganic and organic complexes in actual solutions. It can also exist in colloid, suspended matter and particulate matter, which may be bivalent or trivalent. Moreover, when the water sample is exposed to air, ferrous iron is easily oxidized into trivalent iron, and when the pH value of the sample is pH3.5, it is easy to cause hydrolysis and precipitation of trivalent iron. During the storage and transportation of samples, the reproduction of bacteria in water will also change the existing form of iron. The instability and inhomogeneity of samples have a great influence on the analysis results, so the samples must be carefully pretreated. Method selection: Atomic absorption spectrometry is simple, rapid and accurate, which is suitable for the analysis of environmental water samples and wastewater samples. O-phenanthroline spectrophotometry is sensitive and reliable, and is suitable for the analysis of clean environmental water samples and micro-polluted water. For wastewater with serious pollution and high iron content, EDTA complexometric titration can be used to avoid the error caused by high multiple dilution operation.
4. Integrate case teaching into the course performance evaluation system.
In order to improve students' learning initiative, the assessment of process learning is increased from 30% to 60% of the total score, and the weight of the final paper score is reduced from 70% to 40%. In this way, the discussion link is added in the usual teaching, and the teachers give a general direction to the discussion content. Students give solutions according to the problems existing in life. Case teaching is closely linked with application, which greatly stimulates students' interest in learning and makes them change from coping with exams at the end of the past to.
Analytical chemistry is a practical course, which is a specific teaching case investigation, reading, thinking, analysis, discussion and exchange activities formed through typical treatment, guiding students to explore and learn independently, thus improving their ability to analyze and solve practical problems. In short, case studies can improve students' understanding level and depth.
3. Chemistry teaching design courseware
1. Chemistry is a new course, which has more contact with life and students' enthusiasm for learning. The teaching objectives and tasks of this semester are:
1. Knowledge should be combined with production practice, natural and social phenomena and students' life practice, so that students can apply what they have learned. Stimulate students' interest in learning chemistry. Cultivate students' scientific attitude and learning methods, cultivate students' ability and innovative spirit, so that students can initially use chemical knowledge to explain or solve some simple chemical problems.
2. Make students learn some basic concepts and principles of chemistry, learn the basic knowledge of common elements and compounds, master the basic skills of chemical experiments, and understand the practical application of chemistry in production.
3. Stimulate students' interest in learning chemistry and cultivate students' scientific and rigorous attitude and scientific methods. Cultivate students' practical ability and innovative spirit. Make students use chemical knowledge to explain or solve simple chemical problems, and gradually develop their hands-on operation and ability. Ability to observe and analyze problems.
Second, the teaching methods and measures are
1. Pay attention to the study of basic concepts and theories.
2, preparing lessons, class should be focused and grasp the essence. We should grasp the essential things when preparing lessons in class on weekdays.
3. Learn to compare in daily lectures.
4. Pay attention to chemical experiments on weekdays.
5. Follow-up inspection.
4. Chemistry teaching design courseware
First, teaching methods.
1, according to the specific situation of this class, because the chemistry performance of this class is not very good, especially the poor foundation, the students' reaction is slow, and most of the homework is copied from each other. In view of this situation, I adopted the teaching policy of "low starting point, low difficulty and heavy foundation" and tried my best to explain the students' problems patiently and meticulously until the students understood them.
2. Reform students' homework batch by batch, make collective comments on common problems in students' homework, seek individual students' guidance for individual problems in students' homework, resolutely stop students' homework failure and plagiarism, do a good job in students' ideological work, and give appropriate punishment to those who refuse to change.
3. Read the textbook repeatedly before class, know the knowledge points in the textbook, emphasize the problems that students ignore, explain the key test sites in the outline repeatedly, and practice repeatedly, so that students can master every knowledge point in the textbook skillfully.
4. Repeatedly practicing the key and difficult points in students' review, especially the experimental questions, makes students particularly headache. They don't know the experimental principles, precautions and errors. Not to mention reforming the experimental principle and designing experiments. To solve these problems, we should not only explain the experimental principle to students seriously, but also train and experience repeatedly in the experimental design, so that students can gradually overcome psychological obstacles and master the basic solutions to experimental problems.
5. According to the characteristics of the current college entrance examination. While paying attention to the basic examination, we pay special attention to the examination of ability. In the usual teaching work, special attention is paid to the cultivation of ability. Free students from heavy homework.
Second, the teaching plan
1, insist on careful design, do a good job in each class, study and carefully analyze the characteristics of the new textbook for senior one, pay close attention to the implementation of basic knowledge and skills, and strengthen the comprehensive consciousness within the discipline.
2. Seriously analyze students' learning situation, pay attention to cultivating students' learning ability and the ability to analyze and solve problems with basic knowledge, and constantly improve the scientificity and effectiveness of classroom teaching.
3. Pay attention to the following aspects in teaching.
(1) New teaching under the new curriculum concept should attach importance to the introduction of new knowledge.
(2) The new teaching under the new curriculum concept should establish the concept that chemistry classroom teaching is chemistry activity teaching.
(3) The new teaching under the new curriculum concept should encourage students to explore independently and cooperate with each other.
(4) The new teaching under the new curriculum concept should attach importance to cultivating students' awareness and ability of applied chemistry.
(5) The new teaching under the new curriculum concept should attach importance to cultivating students' practical ability and practical creativity.
4, homework layout pay attention to the following aspects.
(1) appropriateness
(2) the hierarchy
(3) pertinence
(4) Practicality
(5) exploratory
(6) Examination papers
5. Chemistry teaching design courseware
I. Guiding ideology and overall working ideas
Guiding ideology: Take the school's "student-oriented, scientific and independent" education and teaching reform as the working ideology, and actively change the teaching methods. Improve teaching efficiency.
Overall working idea: adhere to the "student-oriented" teaching concept, and take cultivating students' autonomous learning ability and innovation ability as the ultimate goal of teaching.
Second, the analysis of learning situation
There are about 600 science students this year. Chemistry study in junior high school and senior high school is mainly about the properties of inorganic substances and their mutual transformation, but this semester's study is mainly about the properties of organic substances, which is a challenge for students, because the learning methods, the writing of chemical formulas, the types of reactions, the properties of substances and the conditions of reactions have all changed greatly. It is difficult for students to change at once, and most students find it difficult to learn organic matter, which may lead to fear. Moreover, students may have a bad habit of writing simple structural formulas of organic compounds, for example, specific groups are written wrong, or the connection positions between atoms are written wrong.
Three. Analysis of Teaching Objectives, Tasks and Teaching Requirements
Teaching objectives and tasks: this semester, science classes completed the first questions and exams of Basic Organic Chemistry and Chemical Reaction Principles, while liberal arts classes completed Chemistry and Life and exams. We must achieve good results in both the national examination and the municipal unified examination.
Analysis of teaching requirements: The basis of organic chemistry involves the structure and properties of alkanes, alkenes, alkynes, aromatic hydrocarbons, halogenated hydrocarbons, alcohols, phenols, aldehydes, acids, esters, amino acids, protein, sugars and other substances, and the examination of organic knowledge accounts for about 20% in the college entrance examination. Through the study of this module, students are required to master the relationship between the structure and properties of typical substances, establish a learning method that organic functional groups determine the chemical properties of substances, master the core content of organic carbon tetravalent, analyze the properties and reaction conditions of new substances according to functional groups, and skillfully write reaction equations. Simple organic compounds can be synthesized according to the mutual transformation of functional groups; Can effectively extract information to solve problems. Lay a good foundation for organic review in senior three.
Fourthly, the implementation strategy analysis of teaching routine.
Adhere to the collective lesson preparation, set the content, time and speaker, and complete the self-edited homework and the orientation of the difficulty of teaching content according to the teaching guidance and the trend of college entrance examination in recent years, so as to make age teaching rule-based and evidence-based. Homework is mainly self-made, and students who have spare capacity for study suggest buying a slightly more difficult reference material to broaden their horizons and improve their ability. In chapter practice or holiday practice, the previous wrong questions are the main ones, and the rolling examination is carried out by means of adaptation.