"Teachers are the key to the success of education reform." Only by giving full play to the role of teachers in organizing, guiding and participating in experimental teaching can experimental teaching be effectively carried out, and students can acquire knowledge, experience happiness and develop in an all-round and sustainable way.

1, the teacher is the organizer of experimental inquiry.

Teachers should draw a conclusion from their own experiments, even "blackboard experiments", and students should get out of the strange circle of "back experiments" and return their hands-on, brains and experience experiments to students. Teachers should be good organizers, organize students to understand the purpose, operation process and matters needing attention of the experiment before the experiment, and organize relevant experimental supplies; Organize students' experiments in the experiment to prevent accidents; Organize the experimental report and reflection after the experiment.

① Organize students to discover, find, collect and utilize experimental resources in rural areas, and organize students to observe, experiment and learn in daily life. Organize students to make experimental plans and schemes.

② Organize students to actively observe and make records. Respect and trust students, so that the experiment can be carried out smoothly and effectively, create a good experimental atmosphere, and make students actively participate in the experiment, carefully record the phenomenon and analyze the experiment. Create a relaxed, equal, trusting and understanding experimental atmosphere; Mobilizing students' enthusiasm for experiments will lead to more detailed observation, more novel assumptions, more active thinking and higher enthusiasm for exploration.

③ Creating experimental situations, stimulating experimental enthusiasm, cultivating students' experimental interest and arousing their experimental enthusiasm. Experiments should start from the familiar contents of rural students' daily life and connect with social development and social hotspots to stimulate students' curiosity and enthusiasm for experiments. Give play to "chemical practice is the most important way to stimulate and maintain students' interest in learning chemistry".

(4) the question is the key to the experiment. If there is a question, we should explore it by experiment and verify the hypothesis of the question by experiment. Teachers should create questions for students to question, make assumptions, explore experiments and get conclusions.

⑤ Teachers should provide students with cooperative communication experiments. Cooperation and communication is the key to the successful completion of the experiment, and it is also one of the purposes of experimental teaching. Only cooperation and communication can make the team successful.

2. Teachers are the guides of effective experiments.

In order to effectively carry out experimental teaching, teachers must play a guiding role, guide students to assume, guide students to operate correctly, and guide students to observe and analyze to acquire knowledge and skills.

① Guide students to design experiments and choose instruments. Such as two sets of devices for making o2: solid heating to make gas; Solids and liquids do not need to be heated to make gas. Activate the knowledge and experience needed for further exploration, such as the selection of instruments for hydrogen production from zinc and sulfuric acid.

② Guide students to observe the experimental phenomena, analyze the experimental results and experience happiness. Teachers respect students' different feelings, guide students to take the initiative to have individual experiments, respect students' unique experience gained from experiments, and guide students to reflect and evaluate experiments. If candles burn, some observe black smoke, some observe melting, some observe water, etc., students should be guided to observe comprehensively and reflect on their own shortcomings.

③ Guide students to face the difficulties in the experiment correctly. Not all experiments can be successful, and all experimental phenomena will be obvious. Therefore, it is more important to guide students to reflect on the experiment and find out the reasons for the failure of the experiment than the experiment itself. This will maximize the effect of experimental teaching.

3. Teachers are participants in experimental teaching.

To effectively implement chemistry teaching, teachers must participate, do a good job in demonstration experiments, and communicate, cooperate, exchange and share with students.

① Teachers should become participants in students' experiments, learn to observe, listen and communicate from the students' point of view, rather than criticize, cultivate a harmonious relationship between teachers and students, and make chemistry experiments more effective.

② Share students' knowledge and joy. Experimental teaching can make students get the joy of success, and develop the enthusiasm of inquiry and the habit of hands-on and brain. Teachers participate in students' cheers, share experimental results and pleasure, make students love chemistry and make chemistry develop sustainably among students.

③ Experiment with students. This is equally important in demonstration experiments and group experiments. Teachers' experiments can demonstrate operational skills, which "have a subtle influence on students, and teachers and students can demonstrate together to facilitate students' observation, experience and participation, so as to optimize the experimental effect".

4. Teachers and students participate together.

Experiment is a process of improving both teachers and students. Students' keen observation and rich imagination are what teachers learn, while teachers' knowledge and skills are what students should learn.

(1) timely inspiration. Expand students' experimental inquiry skills and experimental knowledge, especially phenomenon analysis, in order to obtain correct conclusions.

② Learn to observe. In the experimental teaching, we should observe the students' operations and expressions, listen to the voices in the experiment, and give timely attention and guidance.

③ Pay attention to the experimental scheme. Teachers should pay attention to the rationality of students' assumptions and the feasibility of operating steps.

Second, the active and effective participation of students is the core of experimental teaching.

The effective implementation of chemical experiment teaching in rural middle schools must give full play to students' main role. Only all students fully participate in the experiment, get development from the experiment, actively and effectively participate in the experiment, "really operate, observe with eyes and think with brains", so that experimental inquiry can play its inherent function of imparting knowledge and skills and cultivating scientific literacy.

1, students participate in experiments to form scientific inquiry ability.

Participation is the process and form for individuals to engage in cognitive and practical activities, and "scientific inquiry in chemistry course is an important practical activity for students to actively acquire chemical knowledge, understand and solve chemical problems." Through personal experience and scientific inquiry activities, students can stimulate their interest in chemistry learning, enhance their feelings for science, understand the nature of science, and initially form their scientific inquiry ability.

(1) Give every student equal experimental opportunities, including operation, communication, exploration and acquisition of knowledge and skills, pay special attention to introverts and underachievers, and give them more experiments. Give the same student different operations, cultivate students in an all-round way and develop students.

② Chemical experiment is the basis of experimental teaching, and students are the main body of experimental teaching. Therefore, students should be allowed to fully explore, exchange and cooperate, reflect and pay attention to the process and methods of students' exploration.

③ Let the experiment become a space for students to develop their personality, stretch their personality and cultivate their unique perspective.

2. Students actively and effectively participate in chemical experiment teaching to ensure the maximum realization of the three-dimensional goal of experimental teaching.

(1) actively participate in the experiment, requiring students to be full of emotions and strong interests, rather than perfunctory, coping to participate in the experiment. Taking an active part in the experiment can effectively avoid accidents and make the experiment complete smoothly and achieve results.

(2) Effective participation in the experiment means that students take part in the experiment by themselves, using their brains and thinking actively, so that they can obtain experimental strategies and explore the essence after the phenomenon, and improve their innovative quality and thinking ability.

3. Students really participate in the experiment.

In the chemical experiment teaching of rural middle schools, students really participate in the experiment, and the harmonious unity of effective and active participation can optimize the experimental inquiry in cultivating students' three-dimensional goals.

① Let students really experiment, that is, design experiments, hands-on experiments, experience experiments and analyze the results. Preview the experimental content before the experiment, carefully observe the phenomena during the experiment, analyze and judge the knowledge of the students, make records carefully, and write the experimental report truthfully after the experiment.

② Emphasis on process and experience. In the experiment, we should pay attention to the process of students' experiments, the operation of students, let students find the conclusion by themselves, and guide students to feel the experiment and experience the process, and give play to their unique perspective and personalized understanding.

③ Experimental design should pay attention to students' interests.

Third, experiment is the carrier of experimental teaching.

Effective chemical experiments in rural middle schools should pay attention to rural characteristics, proceed from school-based and do typical experiments well. And let the experiment extend to extracurricular, rooted in life, do a good job in the development of rural experiments, and make the experimental teaching work for students' all-round sustainable development.

1, the experiment should pay attention to the countryside and combine with the actual situation of the school.

Experiment is the carrier of effective experimental teaching. Choosing and preparing experiments well can give full play to students' initiative and make experimental goals easier to achieve.

① Explore the inquiry activities in life. Let experiments come from life, serve life, fully mobilize students' emotions, and let chemical knowledge enter life. Such as: self-made water purifier, there is no instrument to consider bamboo and other alternatives. Chemistry in kitchen, etc.

(2) according to the school equipment, do a good job in demonstration experiments. Demonstration experiment plays a role of demonstration and inspiration, and can cultivate students' observation, analysis, synthesis and standardized operation. Some demonstration experiments let students participate in the demonstration, which can not only arouse students' enthusiasm, but also find out the shortcomings of students' operation in time.

2, do a good job in typical experiments, so that students can learn by analogy.

According to the new curriculum standards, junior high school chemistry can be classified into the following types in terms of experimental content: "① related preparation experiments; ② experiments on related properties; ③ Relevant life experiments; (4) experiments on clarifying the laws of concepts; ⑤ Relevant quantitative calculation experiments. "

① The principles, devices and operations of each type of experiment have rules to follow, so typical experiments should be done well, and students' experimental ability should be guided and cultivated by typical experiments. For example, hydrogen peroxide and manganese dioxide or potassium chlorate and manganese dioxide can be used to prepare o2, so that the relevant design, operation and thinking training exercises of gas preparation experiments can be internalized.

(2) handle the demonstration experiment, students experiment. Pay attention to the induction and reflection of the experiment after the experiment, so that the purpose of the experiment is clearer and the effect is more optimized. Students can learn by analogy and internalize their knowledge and skills.

3, do a good job in the development and expansion of the experiment, so that the experiment is rooted in life.

Family experiments and independent experiments make students develop a desire to explore and be willing to experiment, and make chemistry experiments extend to extracurricular activities and accompany students' lives.

(1) Teachers should cultivate and stimulate students' interest in experiments, design some experiments in combination with the actual situation in rural areas, classify family experiments, adopt various experimental forms, and let students choose independently, so that students can pay attention to society and life.

② Various organizational forms, individual and cooperative experiments and investigations. Provide students with more free experiments, provide open experiments, stimulate students' thinking and imagination space, and optimize the educational function of experiments in three-dimensional goals.

The effective implementation of chemistry experiment teaching in rural middle schools can make students grow up healthily and happily, teachers and students develop harmoniously, enhance students' chemistry literacy, and make the three-dimensional goals of the new curriculum be completely implemented. Dear students, happy experiment!

The key to the effective implementation of chemical experiment teaching lies in people, that is, teachers and students. Only when teachers organize, guide and participate in the experiment, students are full of emotions and actively participate in the experiment, can knowledge and skills, processes and methods, emotions, attitudes and values be optimized. Secondly, the object of the experiment itself is also a factor that restricts the effective development of chemical experiment teaching in rural areas.