First, set up "suspense" and cognitive conflict to stimulate students' desire to participate.
1. Set "suspense" to stimulate students' desire to participate
Suspense is an important source of interest. Suspense is to set up a "mystery", which makes people unable to guess and understand, but it can't be let go, which leads to positive thinking. For example, when talking about the nature of carbon dioxide, I set the suspense like this: a long time ago, people found a strange cave. Everyone led the dog in, and the dog died inexplicably. Some people said that this was the devil who ate dogs. Is it really the devil at work? When the detective approached the cave with a torch, he saw many stalactites hanging upside down at the top of the cave, and many stalagmites growing on the ground, which were still very wet. Apart from this, nothing unusual was found. The detective put the torch close to the ground, when the flame gradually became smaller and finally went out. What the hell is this "devil"?
2. Set up cognitive conflicts to stimulate students' desire to participate.
Learning is a bilateral activity, and students' desire to participate is a factor that cannot be ignored, while students' cognitive conflict is the source of students' learning motivation and the fundamental reason for students to participate in learning. In teaching, we should constantly set up cognitive conflicts to stimulate students' desire to participate. For example, in the teaching of "Law of Conservation of Mass", the students initially obtained the law of conservation of mass by measuring the mass of white phosphorus before and after combustion and the mass of iron and copper sulfate solution before and after reaction. On this basis, the teacher asked: "Is there a reaction that violates the law of conservation of mass?" Through students' guesses, the following experiments of measuring the mass before and after the reaction between sodium carbonate and dilute hydrochloric acid, and the mass before and after the burning of magnesium bars, the experimental results conflict with the original cognition, which arouses students' enthusiasm, and students will actively participate in discussing the reasons for the unequal mass, so as to better understand the law of conservation of mass and better explain the phenomena and problems in life by using the law of conservation of mass. This design is not only a process of exploring new knowledge, but also a process of cultivating students' thinking quality and emotion, which arouses students' desire to participate in inquiry.
Second, adopt group cooperative learning, introduce competition, and enhance the sense of participation.
Group cooperative learning should become a common way of classroom learning since the new curriculum reform. In order to promote the effect of cooperative learning, my approach is: (1) grouping. There are 4-6 students in each group. According to the differences in grades (divided into 4 sections according to grades), personalities (extroverted and introverted) and specialties, students are organized into several optimized cooperative learning groups, and students are asked to select students with good grades, helpfulness, a certain sense of cooperation, oral expression ability and strong organizational ability as group leaders. (2) division of labor. Fully embody the principle of "according to one's ability" and reasonably divide the work within the group. Each group should set up the roles of group leader, liaison officer, recorder, reporter and experiment operator, and exchange the division of labor after a period of time. The team leader should take overall responsibility, and the team members should check and supervise each other. (3) evaluation. I set up a group evaluation form in the classroom, requiring teachers to select the winning group according to the students' performance in each class, so as to encourage each student to correct their learning attitude, correct their learning methods and implement the learning effect through the evaluation and assessment of the whole group. My group evaluation covers a wide range, including knowledge, learning enthusiasm, learning quality and learning habits. (4) reward. To ensure the reward scheme, students who have performed positively in class (including actively answering questions, speaking on the blackboard, voluntarily publishing their answers, actively finding out teachers' or classmates' mistakes, actively showing their works, and actively sharing mistakes and lessons, etc.) and groups (actively discussing in class and making the greatest progress in the group as a whole) should be praised, and the statistical assessment should be conducted once in half a semester, and the group with the greatest progress should be commended and materially encouraged, and the top 10 in the exam should be commended. If a class needs a teacher to explain five questions, it will be considered as unqualified, and all the extra points in this class will be cancelled, and two students will be randomly selected to perform). Students who announce the answers will be disqualified if they find more than two mistakes by their classmates (they will come back later to correct their calculations).
Where there is evaluation and reward, there is competition. With the introduction of competition, chemistry classes will come alive. Everyone has the psychology of pursuing success and the desire to compare, and everyone is afraid of falling behind. It can be seen that competition can well arouse students' psychology of winning knowledge and ability, and make students' positive emotions active, so as to gain a successful experience, enhance subject emotion and enhance their sense of participation.
Third, contact the reality of life and expand the space for participation
The setting of the new curriculum is closer to students' life, so that students can explore and understand the laws of chemistry from familiar life phenomena around them, and let them realize the practical application of chemistry in life and production. I introduced exploring the gas in potato chip packaging in the second class of Unit 1, Topic 2, Chemistry is an experiment-based science, so that students can feel the experience of chemistry from life to life as soon as they learn chemistry. In Unit 4, Topic 4, Calculation according to Chemical Formula, I often enter the classroom with salt or calcium tablets or some food labels in my hand, so that students can feel that learning chemistry can make their lives better. When teaching the Nature of Carbon Dioxide, I introduced soda to explore the chemical properties of carbon dioxide, which brought students' participation interest to a climax. Students bought soda and brought it into chemistry class, and teachers provided some related chemical experimental supplies to guide students to design experiments and explore step by step. Some students often observed that teachers used daily necessities instead of chemicals or instruments in class, and after returning home, they also participated in some family experiments themselves, such as homemade soda and homemade oxygen, and there was room for participation.
Fourth, expand participation from point to area
Every student has the right to education and equal right to development. As teachers, we have the responsibility to involve all the students. But in a class, students' learning foundation, acceptance ability and learning speed can't be completely consistent. Teachers should pay attention to this difference in class. (1) Do ideological work with the group leader first, let the group leader take the lead in class, and lead his own team members to actively participate in the class. (2) Talk to a few students in the class in private, so that he can feel the teacher's care for him, and slowly these students can also participate in the classroom. On the problem of setting, teachers should also set different levels of questions for students of different levels, which not only follows the cognitive law from shallow to deep, but also provides the possibility for students of different levels to participate, so that students of different levels can feel the joy of success. Students who are good at observation can be asked to describe the experimental phenomena in class and let him feel successful; For students with poor attention, teachers consciously give hints or even reminders first, and then let him repeat the problems just involved, which can also make him enjoy success; For students who are good at reasoning, teachers can draw conclusions through phenomenal reasoning, so that they can feel their own strength. In order to maintain students' passion for learning, teachers can also change their ways to guide students to use "self-help" and "other-help" learning methods, such as group discussion, sharing information at the same table, and finally summarizing questions, so that the faces of the people who ask questions are broadened, which not only cultivates their spirit of cooperation, but also allows more people to share their success. Especially for some students in the "middle" state, teachers are often used to grasping both ends in teaching, while ignoring those students in the middle state. "Other-assisted" learning can avoid this phenomenon to some extent.
In a word, in teaching, teachers should let students participate in the chemistry teaching process actively from emotional willingness, psychological desire and action, so that students' learning process can become a life experience. Only by acquiring knowledge, acquiring ability, realizing the true meaning, mastering methods, summing up laws and experiencing emotions through experience can we stimulate students' interest in learning, arouse their enthusiasm, initiative and creativity, truly improve their participation in class and better promote their all-round development.