First, stimulate students' interest in learning chemistry. As the saying goes, interest is the best teacher. If you are interested, you will have hobbies. If you are interested, you have motivation. Interest leads to confidence.
For junior three students, learning chemistry well and interest are very important for learning chemistry; How to stimulate and cultivate students' interest in learning chemistry in teaching, first of all, we should know students deeply, know them, be their intimate friends, and make them like teachers, so as to like chemistry. In teaching, we should closely connect with the reality of life, let students realize that chemistry is closely related to human life and social development, and thus require them to learn chemistry well; This paper introduces the achievements of China's chemical industry and its importance in national economy and science and technology in combination with the contents of teaching materials, in order to stimulate their sense of responsibility and mission to learn chemistry well. Introduce some historical facts of chemical development and the deeds of chemists to increase their interest and desire to learn chemistry well; Attach importance to chemistry experiment teaching, give full play to the charm of experiment, and stimulate students' curiosity and thirst for knowledge; Adjust measures to local conditions, teach students in accordance with their aptitude, highlight key points, disperse difficulties, teach at different levels, and make small steps forward so that every student can enjoy knowledge and get a successful emotional experience; Around the content of classroom teaching, various inquiry activities are carried out in and out of class to cultivate students' interest in learning chemistry.
Second, clear teaching objectives. It is not enough for students to learn chemistry well just by interest. The cultivation of interest is only the energy development of teachers' teaching work, and a clear teaching goal is the main task for teachers to complete teaching tasks. If students know what the teacher expects them to do from the beginning, then they will try their best to do it and finish it better. Therefore, in teaching, we should show the teaching objectives to students with a small blackboard or slides or other means before each class, so that they can know what to learn and do in this class. What level of requirements should each knowledge point meet? This kind of teaching by objectives enables students to actively look for problems around the objectives, effectively induce and control students' attention, and successfully achieve the teaching objectives.
Third, strengthen experimental teaching. Chemistry is a science based on experiments, and chemical experiments are indispensable for chemistry teaching. Chemical experiments can help students form chemical concepts, understand and consolidate chemical knowledge, help students understand chemical experimental methods, form experimental skills, cultivate students' observation ability, inspire students' thinking, and cultivate students' realistic and serious scientific attitude. Therefore, chemistry experiment is not only an important content of chemistry teaching, but also an important means of chemistry teaching, and teachers must pay full attention to it in teaching. In teaching, we should strengthen experimental teaching from three aspects, one is to strengthen experimental principles, the other is to strengthen classroom demonstration, and the third is to strengthen activity inquiry.
Fourth, pay attention to the understanding of concepts. The ancients said that "learning without thinking is useless", and so is chemistry. If students just study and don't pay attention to thinking and understanding, it is difficult to learn well, especially the concepts in junior high school chemistry are abstract. If students can't understand them well, they will have difficulty not only in memory, but also in using them, which will definitely form obstacles. This requires the guidance of the teacher in a simple way. Through vivid metaphors and in-depth comparative analysis, the concept can be mastered not simply by reciting, but by comparing and understanding its essence. For example, in oxide teaching, students are required to master one thing: compounds; the other is that there are only two elements that make up compounds; the third is that one of the elements must be oxygen; For example, in the teaching of molecules and atoms, let students understand that grasping molecules is the smallest particle to maintain the chemical properties of substances, but molecules do not maintain the physical properties of substances; Molecules can be subdivided into smaller particles-atoms in chemical changes. Electrolyzing water can prove that the atom itself has not changed and is subdivided into other particles, and the atom is the smallest particle in chemical change. Through this understanding, students can learn thoroughly.
Fifth, pay attention to the cultivation of students' ability. Cultivating students' ability is the basic requirement of new curriculum and new curriculum standards. The implementation of junior high school chemistry teaching to cultivate students' ability boils down to one point in classroom teaching, that is, teachers should guide and induce students to truly become the masters of learning, and change the previous "students are passive and teachers are active." Around this point, we must first grasp the "two basics." The cultivation and formation of ability can not be separated from the study of basic knowledge and skills, which are developed in the process of mastering knowledge, applying knowledge, mastering skills and applying skills. On the other hand, promote the acquisition of knowledge and skills. If students can't remember and understand concepts in teaching, it is impossible to use concepts flexibly. If they can't understand the concept of elements correctly and remember the names and symbols of common elements, they can't write the chemical formula of substances correctly. If you can't understand and write the chemical equation correctly, you can't do chemical calculation according to the chemical equation, so a solid double base is the first step to cultivate your ability. Secondly, pay attention to inspiring students' thinking and cultivating students' ability. The key is to be persuasive in teaching, arouse students' positive thinking, design questions and discussions according to the teaching content, and seize appropriate opportunities to inspire and encourage students to explore independently. Third, guide students to master good learning methods that suit them. Mastering learning methods is an important part of cultivating students' ability. With good learning methods, learning can get twice the result with half the effort. In teaching, students should be guided to master some better learning methods in a planned, step-by-step and purposeful way. For example, memory methods include jingle memory, homophonic memory, understanding memory, analytical memory, comparative memory, recall memory and so on. Reading methods include pre-class, in-class and after-class reading, and review methods include chapter unit review, inductive system review, missing and filling, and intensive training review.
Sixth, attach importance to the general review of chemistry. The general review of junior middle school chemistry is to help students master the knowledge systematically and comprehensively, so that students can concentrate and collect the essence of knowledge on the basis of the original knowledge and improve their ability to analyze and solve problems. Therefore, in review teaching, teachers must make a review plan, make clear the contents, methods, key points and difficulties of review, and achieve the goal, so as to improve the purpose, planning and pertinence of review, avoid individual differences and imbalance in the development of knowledge level, and give guidance at different levels. Teaching: First, grasp the teaching materials, closely follow the teaching materials, start with the teaching materials, implement the first step of reading the teaching materials thoroughly, the second step of intensive reading the teaching materials, and the third step of targeted reading the teaching materials, so that students can truly understand the teaching materials and avoid giving up the foundation; Second, we should grasp the depth and breadth when reviewing. Teachers should strictly grasp the contents of "understanding" and "mastering" when reviewing, and emphasize that the contents of "understanding" and "introduction of common sense" should be treated differently to avoid aiming too high; Third, to sum up, the points are connected into lines and networks to form a system. When reviewing, we should synthesize, summarize, classify and systematize what we have learned, organize the basic knowledge we have learned into "knowledge points", connect the "knowledge points" into knowledge lines, and finally interweave the knowledge lines into knowledge networks to avoid piecemeal knowledge and rote memorization, so that students can have a junior high school chemistry knowledge in their minds. The fourth is to check and fill in the gaps, solve problems, review some concepts, experimental phenomena, precautions, typical examples and exercise solutions that are easy to confuse and make mistakes, improve attention and deepen the impression; Solve the problem alone; Fifth, concentrate on speaking and practicing more, and combine speaking and practicing. In chemistry review, teachers should select some representative examples to give detailed lectures, and analyze and summarize the characteristics, problem-solving rules, problem-solving skills, problem-solving methods and writing formats of the same type of problems. More practice is by no means "sea tactics", but flexible and diverse practice methods to guide students to participate in the practice with multiple senses. Compared with intensive reading, more exercises only let students use their hands and brains. By speaking-practicing-commenting, drawing inferences from others and drawing inferences from others, the purpose of review can be achieved.