Junior high school chemistry paper - a brief discussion on the research on the classroom teaching model of junior high school chemistry

Ninety percent of the school’s educational activities are conducted in the form of classroom teaching. Research on the classroom teaching model It is an important topic that must be reformed in education and teaching. Junior high school chemistry is part of the nine-year compulsory education. It is necessary to promote quality education, enlighten students' thinking, and cultivate students' abilities. It is very important to study the classroom teaching model of junior high school chemistry.

1. The necessity of studying the classroom teaching model

Education in the 21st century should be quality education, educating students to learn to survive, learn to learn, and learn to care. Chemistry education cannot be limited to the teaching of chemical knowledge, but should become education about the broad application and social value of chemistry, and should actively adapt to the needs of the educated people's interests and diversity of purposes. In particular, junior high school chemistry belongs to the compulsory education stage and is the stage of basic chemistry education. We should not only care about improving the theoretical level of chemistry courses. Academic issues such as subject knowledge systems, and special attention should be paid to chemical issues that are exposed to many social life every day, such as water, food, environmental protection, energy and materials, resources, etc. Chemistry in the third grade of junior high school is the starting subject, and it only lasts for one academic year. Affected by many factors such as the time of the high school entrance examination (including pre-selection), scores, and school conditions, the teaching time of junior high school chemistry is short, the tasks are heavy, the adaptation is slow, the difficulty is high, and the teaching effect is poor. Unsatisfactory. Study the junior high school chemistry classroom teaching model, carefully design and select a certain teaching model, carefully design and select a certain teaching model, which is conducive to unleashing the creativity of teachers, mobilizing students' enthusiasm for learning, and allowing teachers and students to work together to complete teaching tasks.

2. Classroom Teaching Model

There are roughly three opinions on the class teaching model in my country. The first one belongs to the category of methods, and the teaching model is considered to be the teaching method, or the synthesis of multiple teaching methods; the second one, the teaching model is the manifestation of various teaching methods in different spaces at specific times, places and conditions. Structure and time sequence, thus forming different teaching models; third, teaching model is a subjective choice made by people on the teaching structure under the guidance of certain teaching ideas. Based on various understandings, the teaching model we want to study is the structure of the teaching process. Under the guidance of teaching theory, teaching links are designed according to the teaching objectives, with corresponding teaching strategies and teaching measures, and the teaching model is specifically transformed into junior high school chemistry classes. teaching mode.

3. Basic structure of classroom teaching model

Framework and main process of classroom teaching model research:

Teaching theory

Teaching objectives Teaching model, teaching strategy, teaching evaluation

1. Teaching theories and teaching ideas

Any teaching model is based on certain teaching theories or teaching ideas. Teaching theories and teaching ideas determine the selection of teaching links, teaching strategies and applications, and clarify the direction of teaching evaluation. It can be considered that the teaching model is a simplified formation of teaching theory.

2. Teaching objectives

Teaching objectives are the standards to be achieved by teaching activities. Teaching objectives are the core factor in the teaching model, which restricts teaching strategies, teaching procedures, teaching evaluation, etc. Correctly restrict the role. To correctly formulate teaching goals, we must first change our concepts, enhance our awareness of reform, and establish a correct view of talents. Educate students to become successors of socialism with ideals, ethics, culture, and discipline; educate students to have a sense of social responsibility; teach students to have sound personalities, physical and mental health, and have a sense of cooperation and ability; teach students to be independent, innovative, and innovative Ability to become the master of learning; educate students to love the socialist motherland and the cultural traditions of their own country and nation.

3. Teaching procedure

Teaching procedure is the sequential structure of teaching activities, which determines what teachers and students do first, what they do last, and the various teaching tasks that should be completed in teaching activities. .

4. Teaching strategies

Teaching strategies are principles that serve teaching and reflect teaching methods and methods in teaching activities. Teaching strategies determine the ways, methods, tasks, status, relationships, etc. of teacher-student activities in teaching activities. Teaching strategies can generally be divided into teacher strategies and student strategies. Teaching strategies can generally be divided into deductive reasoning, inductive reasoning, associative reasoning, analogy transfer, hierarchical progression, image metaphor, imitation operation, independent inquiry, stimulation of branching, teacher-student cooperation, etc.

5 Teaching Evaluation

Teaching evaluation is the measurement of the effectiveness of teaching activities. Teaching evaluation is centered on teaching and is evaluated based on teaching procedures, teaching strategies, teacher quality, teacher-student activities, teaching effects, etc. It not only evaluates teaching and learning, but also evaluates the application of classroom teaching models.

Introducing several classroom teaching models

I. Guidance------Inquiry teaching model

1. Teaching theory Bruner’s discovery method learning The theory holds that understanding is a process, not a product. Ausubel's assimilation theory believes that the interaction of new and old knowledge in students' cognitive structure leads to the assimilation of new and old knowledge, which not only makes the new knowledge gain meaning, but also makes the knowledge gain new meaning because of its modification.

Teach students to learn through guidance------inquiry

2. Functional objectives: Cultivate a pragmatic and scientific attitude, promote the spirit of inquiry, and stimulate creativity and sustainable development. Cultivate students to learn scientific methods of accessing information, analyzing information, measuring and processing data

3. Teaching program topic interest----material questions----pointing out, hypothesis, verification----comments , Conclusion

4. Teaching strategy The teaching strategy is layered and progressive, and the learning strategy is independent inquiry.

5. Internal motivation for teaching evaluation: acquisition of direct experience; formation of knowledge structure; cultivation of thinking ability.

II. Tutoring------Self-study teaching model

1. Teaching theory Modern teaching theory believes that the emotional limbic system part of the brain is the door to lasting memory and stimulates emotions. , will incorporate what you have learned into your memory.

2. Functional goals regulate the learning process to achieve effective learning; gradually develop from aspects such as perception, understanding, and memorization, thereby achieving dual-base implementation and improvement of knowledge and skills.

3. Teaching procedures

Theme emotions ---- Target reading and thinking ---- Questioning, discussion and questioning ---- Feedback and comments

4. Teaching strategies: teaching strategies: creating situations, activating thinking, organizing discussions, evaluating and motivating; learning strategies: knowledge encoding, effective memory, collective effect, and creative thinking.

5. Teaching evaluation: diversification of teaching objectives, students' transition from "learning" to "knowing how to learn", and testing of learning results, etc.

Hefei Junior High School Compulsory Education Chemistry Classroom Teaching Model Card

Designer: Zhu Shixian

School: High School Affiliated to Annong University

Chapter: Chapter Chapter Five, Section 4 "Laboratory Production Method of Carbon Dioxide"

1. Theoretical basis: The process of students learning knowledge follows "from perceptual to rational, from outside to inside, from shallow to deep, from here to there" "This rule.

Teaching ideas: 1. "Teaching is the leader, students are the main body." 2. Follow the rules of people's understanding, and make teaching arrangements according to the age, knowledge level and other specific conditions of the students in the class being taught.

2. Functional objectives: fully mobilize students’ enthusiasm and initiative in learning chemistry, develop students’ intelligence, and cultivate self-learning abilities (reading, observation, thinking, imagination, and chemical experiment operations)

3. Implementation conditions: 1. Students have acquired preliminary knowledge of hydrogen and the laboratory production method of hydrogen, and have preliminary practice through hands-on experiments; 2. The teaching materials in this section are written in a theoretical model to facilitate self-study for students;

3. The demonstration experiment in this lesson is simple and easy to perform, and the instruments and drugs required are all commonly used items in middle school chemistry experiments.

IV. Teaching procedures: 1〖Review〗Discuss the custom scale comparison of oxygen and hydrogen experiments, and hang out a small blackboard form:

(Carbon dioxide is the continuation part later) Form filling process Encourage poor students to speak.

A brief discussion on the research on the teaching model of junior high school chemistry classroom

Kui Shiding, Teaching and Research Office of Hefei Municipal Education Commission

Ninety percent of the school’s educational activities are based on It is conducted in the form of classroom teaching, and studying the classroom teaching model is an important issue that must be reformed in education and teaching. Junior high school chemistry is part of the nine-year compulsory education. It is necessary to promote quality education, enlighten students' thinking, and cultivate students' abilities. It is very important to study the classroom teaching model of junior high school chemistry.

1. The necessity of studying the classroom teaching model

Education in the 21st century should be quality education, educating students to learn to survive, learn to learn, and learn to care. Chemistry education cannot be limited to the teaching of chemical knowledge, but should become education about the broad application and social value of chemistry, and should actively adapt to the needs of the educated people's interests and diversity of purposes. In particular, junior high school chemistry belongs to the compulsory education stage and is the stage of basic chemistry education. We should not only care about improving the theoretical level of chemistry courses. Academic issues such as subject knowledge systems, and special attention should be paid to chemical issues that are exposed to many social life every day, such as water, food, environmental protection, energy and materials, resources, etc.

Chemistry in the third grade of junior high school is the starting subject, and it is only set up for one academic year. Affected by many factors such as the time of the high school entrance examination (including pre-selection), scores, and school conditions, the teaching time of junior high school chemistry is short, the tasks are heavy, and it is difficult to adapt to the situation. It is slow, difficult, and the teaching effect is unsatisfactory. Study the junior high school chemistry classroom teaching model, carefully design and select a certain teaching model, carefully design and select a certain teaching model, which is conducive to unleashing the creativity of teachers, mobilizing students' enthusiasm for learning, and allowing teachers and students to work together to complete teaching tasks.

2. Classroom Teaching Model

There are roughly three types of classroom teaching models in my country. The first one belongs to the category of methods, and the teaching model is considered to be the teaching method, or the synthesis of multiple teaching methods; the second one, the teaching model is the manifestation of various teaching methods in different spaces at specific times, places and conditions. Structure and time sequence, thus forming different teaching models; third, teaching model is a subjective choice made by people on the teaching structure under the guidance of certain teaching ideas. Based on various understandings, the teaching model we want to study is the structure of the teaching process. Under the guidance of teaching theory, teaching links are designed according to the teaching objectives, with corresponding teaching strategies and teaching measures, and the teaching model is specifically transformed into junior high school chemistry classes. teaching mode.

3. Basic structure of classroom teaching model

1. Teaching theory and teaching ideas

Any teaching model is based on certain teaching theories or teaching ideas. . Teaching theories and teaching ideas determine the selection of teaching links, teaching strategies and applications, and clarify the direction of teaching evaluation. It can be considered that the teaching model is a simplified formation of teaching theory.

2. Teaching objectives

Teaching objectives are the standards to be achieved by teaching activities. Teaching objectives are the core factor in the teaching model, which restricts teaching strategies, teaching procedures, teaching evaluation, etc. Correctly restrict the role. To correctly formulate teaching goals, we must first change our concepts, enhance our awareness of reform, and establish a correct view of talents. Educate students to become successors of socialism with ideals, ethics, culture, and discipline; educate students to have a sense of social responsibility; teach students to have sound personalities, physical and mental health, and have a sense of cooperation and ability; teach students to be independent, innovative, and innovative Ability to become the master of learning; educate students to love the socialist motherland and the cultural traditions of their own country and nation.

3. Teaching procedure

Teaching procedure is the sequential structure of teaching activities, which determines what teachers and students do first, what they do last, and the various teaching tasks that should be completed in teaching activities. .

4. Teaching strategies

Teaching strategies are principles that serve teaching and reflect teaching methods and methods in teaching activities. Teaching strategies determine the ways, methods, tasks, status, relationships, etc. of teacher-student activities in teaching activities. Teaching strategies can generally be divided into teacher strategies and student strategies. Teaching strategies can generally be divided into deductive reasoning, inductive reasoning, associative reasoning, analogy transfer, hierarchical progression, image metaphors, imitation operations, independent inquiry, stimulating branches, teacher-student cooperation, etc.

5 Teaching evaluation

Teaching evaluation is the measurement of the effectiveness of teaching activities. Teaching evaluation is centered on teaching and is evaluated based on teaching procedures, teaching strategies, teacher quality, teacher-student activities, teaching effects, etc. It not only evaluates teaching and learning, but also evaluates the application of classroom teaching models.

IV. Introduce several classroom teaching models

I. Guidance------Inquiry teaching model

1. Teaching theory Bruner’s discovery Legal learning theory believes that knowledge is a process, not a product. Ausubel's assimilation theory believes that the interaction of new and old knowledge in students' cognitive structure leads to the assimilation of new and old knowledge, which not only makes the new knowledge gain meaning, but also makes the knowledge gain new meaning because of its modification. Teach students to learn through guidance------inquiry

2. Functional objectives: Cultivate a pragmatic and scientific attitude, promote the spirit of inquiry, and stimulate creativity and sustainable development. Cultivate students to learn scientific methods of accessing information, analyzing information, measuring and processing data.

3. Interests in teaching program topics--→Material questions--→Points to draw, hypotheses, verification--→Comments, conclusions

4. Teaching strategies The strategy of teaching is layered Progressively, the learning strategy is independent inquiry.

5. Internal motivation for teaching evaluation: acquisition of direct experience; formation of knowledge structure; cultivation of thinking ability.

II. Tutoring------Self-study teaching model

1. Teaching theory Modern teaching theory believes that the emotional limbic system part of the brain is the door to lasting memory and stimulates emotions. , will incorporate what you have learned into your memory.

2. Functional goals regulate the learning process to achieve effective learning; gradually develop from aspects such as perception, understanding, and memorization, thereby achieving dual-base implementation and improvement of knowledge and skills.

3. Teaching procedures

Theme emotions--→ Target reading and thinking--→ Questioning, discussion and questioning--→ Feedback and comments

4. Teaching strategies Strategies for learning: creating situations, activating thinking, organizing discussions, evaluating and motivating; Strategies for learning: knowledge encoding, effective memory, collective effect, and creative thinking.

5. Teaching evaluation: diversification of teaching objectives, students' transition from "learning" to "knowing how to learn", and testing of learning results, etc.

Hefei Junior High School Compulsory Education Chemistry Classroom Teaching Model Card

Designer: Zhu Shixian

School: High School Affiliated to Annong University

Chapter: Chapter Chapter 5, Section 4 "Laboratory Production Method of Carbon Dioxide"

1. Theoretical basis: The process of students learning knowledge follows "from perceptual to rational, from outside to inside, from shallow to deep,"

This is the rule of "from here to there".

Teaching ideas: 1. "Teaching is the leader, students are the main body." 2. Follow the rules of people's understanding, and make teaching arrangements according to the age, knowledge level and other specific conditions of the students in the class being taught.

2. Functional objectives: Fully mobilize students’ enthusiasm and initiative in learning chemistry, develop students’ intelligence, and cultivate self-learning abilities (reading, observation, thinking, imagination, and chemical experiment operations).

3. Implementation conditions: 1. Students have acquired preliminary knowledge of hydrogen and hydrogen laboratory production methods, and have preliminary practice in hands-on experiments; 2. The writing method of this section of the textbook is based on calculation and theory. mode to facilitate self-study by students;

3. The demonstration experiment in this lesson is simple and easy to perform, and the instruments and drugs required are all commonly used items in middle school chemistry experiments.

IV. Teaching procedures: 1〖Review〗Discuss the custom scale comparison of oxygen and hydrogen experiments, and hang out a small blackboard form:

(Carbon dioxide is the continuation part later) Form filling process Encourage poor students to speak.

2. Write on the blackboard the ideas and methods for learning gas laboratory production methods;

(1) It is necessary to study the chemical reaction principles of the gas laboratory;

( 2) The experimental equipment used to produce the gas needs to be studied;

(3) How to verify the gas needs to be studied.

3. Introduction From the comparison of oxygen laboratory production, it can be seen that the choice of population for producing gas depends on the principle of chemical reaction, and the method of collecting gas depends on the physical properties of the gas. Next we are going to learn the laboratory production method of carbon dioxide. Please use the learning ideas and methods summarized above to discuss together.

Blackboard Section 4 Laboratory Production Method of Carbon Dioxide

4. Discuss the chemical reactions that can focus on carbon dioxide: burning charcoal in air or oxygen; heating limestone; Charcoal reduces copper oxide; carbon monoxide burns in the air.

Although the above chemical reactions all produce carbon dioxide, they are not used to produce carbon dioxide in the laboratory. Why? This issue will be discussed after class. Please read the textbook

Page 93: (1) The chemical reaction principle of producing carbon dioxide in the laboratory; (2) The device for producing carbon dioxide in the laboratory; ( 3) Preparation of carbon dioxide in the laboratory. After reading, watch the demonstration experiment with the following questions:

Why not use a regular funnel? Why is the long-necked funnel inserted under the liquid surface? Let’s review how to prove that the gas collecting bottle is full of carbon dioxide?

In the experiment, the teacher first demonstrates the air-tightness operation of the inspection device, and then invites a student with a good chemistry score to come on stage to do an experiment of preparing, collecting and testing carbon dioxide. Discuss and comment on the observed phenomena and experimental operations in a timely manner after the experiment.

6. The summary is still in the form of a table with a small blackboard on the right side of the comparison table for the production of oxygen and hydrogen. Emphasis is placed on the melon principle of producing carbon dioxide, and detailed analysis is required when writing chemical equations (whether the metathesis reaction is introduced here is appropriate).

7. Write the principle of foam fire extinguisher on the blackboard (chemical reaction equation)

The teacher will demonstrate the foam fire extinguisher experiment and briefly introduce the population device. (If time permits, it is best to dismantle a scrapped foam fire extinguisher and talk about it in real life to satisfy students' interests.)

8. Assignments (1) After class, think and discuss the preparation in the laboratory Can calcium carbonate be used for carbon dioxide? Can limestone be used in foam fire extinguishers? Can I use dilute hydrochloric acid?

(2) Exercises: Questions 2, 3, and 4 on page 96 of the textbook:

(3) Do a small family experiment as appropriate.

5. Teaching strategies: Comprehensive use of discussion, inspiration, experiment, association, recall and other methods to highlight key points and resolve difficulties. It is necessary to activate the classroom atmosphere, take into account the classroom order and teaching progress, and allocate time Be flexible and flexible.

6. Teaching evaluation: The content of this section is both a knowledge of elements and compounds and an experimental lesson. It is a good teaching material that integrates theory with practice. In teaching, junior high school students can be curious, active, and like to watch and do experiments by themselves. The characteristics guided thinking and discussion, and deepened the understanding of "the preparation of carbon dioxide in the laboratory, dilute hydrochloric acid and marble are ideal medicines" and the experimental equipment used.