A report on junior middle school chemistry research study
First, the important role of chemical experiment teaching 1, help to stimulate students' interest in learning
Interest is a special kind of consciousness tendency, which can start from interesting experiments and is an important reason for subjectively generating learning motivation. Moreover, good interest in learning is an inexhaustible motive force for thinking and a source for mobilizing the desire for knowledge. As a natural subject based on experiments, experimental teaching in chemistry teaching plays an important role in inquiry learning and is a catalyst to stimulate and strengthen students' interest in chemistry learning. As we all know, experimental phenomena are often ever-changing, which is an effective way to arouse students' interest in chemistry learning. Therefore, for junior high school students who have just come into contact with chemistry, teachers can take the ever-changing experimental phenomena to stimulate students' interest in learning.
2. It is helpful for students to form chemical concepts.
The so-called chemical concept is to use concise language to highly summarize knowledge, which mainly involves the laws of chemical reaction, chemical principles and chemical definitions. Perception is the primary factor to form chemical concepts in students' thinking, while chemical experiments form perceptual knowledge with the help of students' sense of smell, hearing and vision. Real experiments conducted through direct effects on the senses can help students gradually form their thinking and deepen their understanding of chemical concepts such as the characteristics of chemical reaction substances.
3. It is helpful to cultivate students' creative thinking.
The most effective carrier for cultivating students' creative thinking is chemistry experiment. In junior middle school chemistry experiment course, teachers can design some problems, be persuasive, from the surface to the inside, from the shallow to the deep, and gradually cultivate in-depth, comprehensive and specific understanding of matter, its internal laws and changing nature, which can make students' thinking rise from the surface to the essential level, and from perceptual knowledge to perceptual knowledge.
Second, the main strategies of experimental teaching in junior middle school chemistry teaching
1, inquiry experiment teaching strategy
If junior middle school chemistry inquiry experiment teaching is to be effectively implemented, then the experimental teaching procedure set by teachers should be a process of obtaining scientific results, and the chemical experimental science experienced must be objective and true, and the subject quality implemented must be effective and solid. In designing chemistry experiment teaching situation, teachers should create an interactive, harmonious, democratic and relaxed experimental atmosphere for students. In the course of the experiment, students should be guaranteed to be able to independently and fully self-deploy and self-control experimental activities. Moreover, with the help of mutual arguments, exchanges, discussions and opinions synthesis, they can develop the inquiry ability of knowledge acquisition, develop a good attitude of cooperative learning and exploring positions, and finally complete the overall construction of the meaning of the knowledge they have learned.
2. Demonstrative experimental teaching strategies
In the process of chemical experiment teaching in junior middle school, the main requirement of demonstrating experimental teaching is to have high visibility and success rate. In the process of demonstrating experiments, teachers should attach great importance to cultivating experimental methods, analyzing experimental processes and explaining experimental principles. Specifically, the teaching strategies of demonstrative experiments mainly involve the following contents: supplementing and strengthening demonstrative experiments; Improve the observability of demonstration experiment, improve and improve the experimental device; Increase students' practice opportunities and "decentralize" experiments; Break through the difficulties and key points and "upgrade" the experiment; Change the subject of demonstration experiment, exercise students' courage and help them build up self-confidence. 3。 Confirmatory experimental teaching strategy In junior high school chemistry teaching, if confirmatory experimental teaching is to be effectively implemented, students need to participate in chemical experiments. Simply put, it means that students of different types should be reasonably matched, experimental groups should be established reasonably and scientifically, so that every student can have something to do in chemical experiments, and their own specialties can be brought into full play to a limited extent, and then they can gain different degrees in skills, knowledge, ability, values and emotional attitudes. Specifically, the teaching strategies involve: the definition of experimental purpose, the understanding of experimental principles, the analysis of experimental phenomena, the conclusion of experiments, and the attention to abnormal phenomena in experiments; Let students really participate in the experiment process, that is, let students experience the experiment, operate the experiment, design the experiment and analyze the experimental results; In the experiment, we should attach importance to the experimental process and student operation, and correctly guide students to explore conclusions, experience the process and feel the experiment; We should vigorously encourage students to have a personalized understanding and unique perspective on the experimental results and their processes; It is necessary to extend chemical experiments to extracurricular activities, and to strengthen the experimental nature of experimental exercises.
Third, effective ways to strengthen junior high school chemistry experiment teaching
1, carry out interesting experimental activities
In junior high school chemistry experiment teaching, teachers should actively carry out interesting experiments to arouse students' enthusiasm for participation and learning. Students' scientific knowledge and common sense of life can be used as the material of interesting experiments, and the learned knowledge can be used as the background of interesting experiments, because it is closer to students' real life and the method is novel and unique, which can be loved and welcomed by students. For example, after studying the chemical experiment of "making carbon dioxide in the laboratory", teachers can guide students to do the interesting experiment of "egg dancing" after class, that is, putting eggs in vinegar will keep floating up and down, which verifies that carbonate is the main component of egg shells. This kind of entertaining experimental activities can not only stimulate students' enthusiasm and interest in participating in the experiment, but also cultivate their innovative ability.
2. Guide students to design experiments.
For example, after the experimental study of making hydrogen and oxygen in the laboratory, students can discuss and summarize the devices and methods needed for making gas in the laboratory in groups, and design effective methods for making carbon dioxide in the laboratory, including what instruments and drugs are needed, how to assemble them, how to fill them up and collect them, and so on. After in-depth exploration and serious thinking, the knowledge of making hydrogen and carbon dioxide in the laboratory has finally formed, but it can only be collected by upward exhaust. In addition, in junior high school chemistry textbooks, there are a series of defects in the hydrogen production device, especially the inability to stop the reaction process at any time, and the inconvenience of recovering zinc particles and acid solution. In order to make up for these shortcomings, various devices are designed, and the test tube can be changed into a side-branch test tube, and the zinc particles can be packed in a "basket" compiled by copper wires, and another copper wire can be used to hang them at the test tube mouth, so that the experimental reaction can be realized. In a word, experimental teaching is very important in junior middle school chemistry teaching, which not only plays a positive role in training students to learn scientific methods and cultivate scientific attitudes, but also helps students to cultivate their innovative consciousness and ability. Therefore, teachers should attach great importance to chemical experimental teaching and open up effective ways to carry out experimental teaching, thus further improving the efficiency and quality of experimental teaching.
The second report of junior middle school chemistry research study
1. Stimulating students' interest in learning by using inquiry experiments. Inquiry experiments require students to design their own experiments and explore independently. Students have illusions, expectations, novelty and excitement about the experimental phenomena, and can guess and infer the experimental conclusions in advance. After the experiment, they can make rational analysis, comparison, discussion and reasoning, which greatly stimulates students' interest and mobilizes their initiative and enthusiasm for learning. For example, when learning the concepts of "combustion", "spontaneous combustion" and "ignition point", I first demonstrated the experiment of "fan ignition" to the students, and gently fanned the white phosphorus and red phosphorus on a thin copper sheet with a fan. Everyone was surprised when they saw that the white phosphorus was on fire, and suddenly they were in an uproar: "How can white phosphorus be burned without a match, but red phosphorus is not?" Guide students to read the text with questions, find the "answer" from it and realize the truth, so that students can gain perceptual knowledge in an active classroom atmosphere. For example, when talking about "acid-base indicator", filter paper (soaked in phenolphthalein test solution to dry first) and needle (moistened with sodium hydroxide solution) are used as props, and the needle penetrates the filter paper to produce the effect of "hitting the nail on the head". It is lively and interesting to associate idioms with chemical phenomena. Why does this happen? Guide the students to think positively. After the teacher explained the principle of acid-base indicator, the students "picked the apple in one jump" and felt "delicious". Vivid and vivid interesting experiments and demonstration experiments can bring students into the magical and interesting scientific world. Students can gain rich and colorful chemical knowledge from wonderful experiments, find interesting problems from interesting observations and enliven their thoughts. For junior high school students who are new to chemistry, they will feel the strong interest and mystery of chemistry, so one by one "why" arises spontaneously. Where there are experiments, students' interest will be particularly high, their spirits will be uplifted, their thinking will be active, and their classroom impression will be particularly deep. The experiment is like a huge magnet, which deeply tempts students. Through interesting experimental phenomena, plus the teacher's inspiration, induction and inspiration, they are carefully observed and analyzed, which promotes the development of their intellectual factors.
Second, the use of exploratory experiments to enhance students' autonomous learning ability
Different aspects of inquiry experiments have different methods to solve problems, which requires students to think and analyze problems from different angles and levels, collect relevant information, make assumptions and make inferences, design experimental schemes and verify them. Through these processes, students experience the importance of collecting data, designing experimental schemes and using scientific methods. For example, in the experiment "Exploring the burning products of candles", I asked the students these questions: (1) What are the colors and states of observing candles? (2) What can you smell? (3) Cut a small piece of candle and put it into the water. Will it sink or float? (4) Light candles to observe the bright and dark points of the flame. (5) Put a dry cold beaker (or other feasible appliances) above the flame, and observe what is happening on the wall of the beaker and how does it feel? (6) Turn the beaker upside down and quickly pour in clarified limewater. What happens? (7) Blow out the candle with your mouth. What will you find? What else can you see when you light it with a match? (8) What is the phenomenon of blackening at the bottom of the cup? (9) The beaker covers the candle for a while, and it will automatically go out. Why? For the time being, these problems are called crutches, because students can't really make bold assumptions based on their own knowledge and experience like scientists, and then prove them with experiments. Therefore, teachers should give students crutches, study and explore around problems, and give them a grasp. Then divide the students into groups of four, let the students discuss in groups first, put forward possible experimental methods, and ask the students to design experimental schemes for each method. Then, go home and use the materials at home for experiments. This experiment has low cost, simple experimental steps and obvious phenomenon. After independent design experiments, students not only learned a lot of knowledge that was not found in junior high school textbooks, but also designed many schemes that teachers could not think of. For example, some students observe the formation of carbon black with white porcelain bowls, some students observe the formation of water with broken glass pieces or dry glasses, and some students paint limewater on chopsticks. In the experiment, some students also found a strange phenomenon. They said that every time the candle was blown out, there was always a puff of white smoke. What's the matter? As a result, a new inquiry came into being. In the process of inquiry experiment, when encountering problems that are difficult to solve with textbook knowledge, a considerable number of students take the initiative to learn independently ahead of time to acquire knowledge, which enhances students' ability of independent and inquiry learning.
Third, using inquiry experiments to improve students' scientific literacy
If the experimental teaching leaves the experimental process, it will become water without a source, so the gorgeous experimental process can better reflect the charm of chemistry, highlight students' personality and enhance their literacy. Therefore, properly planning the teaching of the experiment process and integrating the experiment with scientific inquiry can not only enable students to acquire knowledge and skills, but also enable them to be trained in scientific methods and thinking, develop their interest in learning and scientific literacy, thus enabling them to form a scientific attitude of seeking truth from facts, rigorousness and seriousness, and a scientific spirit of daring to question and explore boldly. In short, in order to play a greater role in the exploratory experiment teaching of chemistry, every teacher should change the old teaching methods, help students master the new learning methods, constantly improve the teaching design, reflect on their own teaching process, record their new discoveries, new insights and new problems in teaching in time, and then analyze, reflect and improve themselves, so that their teaching art can be continuously developed and improved.
Article 3 Report on Inquiry Learning of Chemistry in Junior Middle School
First, the status quo survey The author recently made a survey (questionnaire and discussion). Eight extracurricular experiments in junior high school chemistry textbooks are listed, and 646 junior high school students from nine junior high schools in four counseling areas in rural junior high schools are investigated by questionnaire. Among them, 28.2% did not complete one experiment, 42.2% completed 1-2 experiments, 2 1.3% completed 3-4 experiments, 8. 1% completed more than 5 experiments, and 0% completed completely. Survey conclusion: 1. Nearly 30% of the students have not completed any extracurricular experiments. 2. The number of people who have completed the experiment is zero. 3. Only 70% students have finished a small part of the experiment. 4. In addition, statistical analysis shows that there is an imbalance between schools. 5. Through the discussion, I also learned that some teachers use courseware instead of experiments, and students rarely complete a relatively complete experimental report. Reflection: The survey results are shocking. The new curriculum standard clearly puts forward: to improve students' scientific literacy, to help students understand the basic process and methods of scientific inquiry, and to cultivate students' scientific inquiry ability. Chemical experiments play an irreplaceable role in developing students' scientific literacy. The status quo is so worrying. Meditate after being shocked, why?
Second, the reason analysis
1. Teacher level: (1) Not enough attention. Some teachers think that it is enough to finish the experiments in class, and even a few teachers take lectures instead of doing experiments (such as electrolytic water experiments) and courseware instead, let alone extracurricular experiments. (2) Self-cultivation is not high and research is not enough. Some teachers can't provide effective guidance, for example, there are still many problems in the basic competition operation of quantitative weighing and making glass bends. When the experimental phenomenon does not agree with the book, it is perfunctory. A few teachers don't even know what extracurricular experiments there are, so how can they guide them? (3) Some teachers think that some experiments are too simple for students to understand and there is no need to spend time doing them. Such as that conductivity of graphite, the experiment of generate carbon black, etc. (4) Some teachers only arrange no inspection, no communication and no feedback, thus making the implementation of extracurricular experiments an empty talk. 2. At the student level: (1) I don't know enough. Students have a heavy academic burden and think that extracurricular experiments can be done or not, so they turn a blind eye. (2) The hands-on ability is not strong. For extracurricular experiments, quite a few students are still interested, but they don't know where to start with the design and assembly of some experiments, and there are many people at a loss. For example, self-made simple water purifier, speculation of possible components of egg shells and other experiments. (3) Fear of safety problems and fear of difficulties. For example, acid or alkali can change the color of flowers. (4) Some experiments are often unsuccessful and lose interest and patience. Such as self-made white sugar crystal and self-made veins bookmarks. (5) It is difficult to complete a decent inquiry (or experiment) report because the expression is not standardized. For example, the experiment about plastic wrap. 3. Other aspects: (1) A few experiments do have some conditions (instruments, drugs). For example, homemade soda and other experiments. (2) Lack of a certain atmosphere. Lack of family and school support.
Third, the solution strategy
1. Teachers should further study the curriculum standards and make clear the basic concepts, design ideas and implementation suggestions of the curriculum. Abandon the concept of examination, focus on cultivating students' practical ability and improve their scientific literacy.
2. Teachers should improve their professional quality, read more articles about experimental improvement in newspapers and magazines, and practice their basic skills hard.
3. Strengthen the concept of applying what you have learned, so that students can feel the importance of chemistry in familiar life scenes and social practice. For example, through water purification, self-made soda, and experiments on plastic wrap, students can understand that chemistry exists in life, and chemistry exists everywhere in life. We can use our knowledge of chemistry to solve some practical problems in life.
4. To provide students with effective guidance. From the aspects of experiment design, instrument selection, device connection, problem analysis, etc. Interest groups can be established to cooperate with each other in the form of group cooperation, learn from each other's strengths and overcome students' fear of difficulties. Set up a class instrument corner and make full use of the bottles and cans around you. Such as plastic bottles for infusion, straws, glass sheets, carbon rods in waste batteries, etc. Collect the medicines around you. Such as vinegar, soda, alcohol, quicklime, chemical fertilizer, bleaching powder, etc.
5. Create opportunities and build a display platform. Students can feel the joy of success through activities such as report of experimental results, display of instruments and devices, chemical experiment competitions, lectures on special interesting experiments, and evaluation of chemical gardens.
6. Lighten the students' heavy academic burden and give them time to start work and explore. Open the laboratory regularly, take the laboratory as the main position, increase the experimental work, and quantify and evaluate it in time. Help students find out the reasons for the failure of the experiment and pay attention to analysis. The improved experimental device forms resources sharing and so on.
7. Cultivate students' rigorous and scientific attitude. Students should be consciously trained to correctly describe experimental phenomena and standardize their expression. Can complete an experimental inquiry report relatively completely.
8. Appropriately broaden the scope of extracurricular experiments. Teachers should pay attention to collecting and designing more extracurricular experiments for students to choose, operate and study. For example, an unbreakable handkerchief, magic wand lighting, underwater candle burning, white paper writing, etc.
9. Help students overcome anxiety and worry about safety issues. If you pay attention to the use of acid and alkali, explosive experiments should be replaced with paper containers with larger container mouths. Chemistry extracurricular experiment is not only an experiment and a little extra-curricular knowledge, it cultivates students' quality and scientific literacy, which we must all have enough understanding. Only in this way can we really and effectively improve students' scientific inquiry ability.