First of all, teachers should establish a brand-new educational concept.
For a long time, China has implemented exam-oriented education, and teachers' knowledge transfer is entirely for exams, which is basically a fixed model. Students can only accept it silently, thus obliterating students' unique opinions and opinions. In today's comprehensive implementation of quality education, in order to cultivate students' innovative ability, as teachers, we must establish a brand-new educational concept. In traditional chemistry experiment teaching, teachers take textbook experiment as an example to let students know the purpose, equipment, principle and steps of the experiment, and follow this fixed model from beginning to end. Imagine: wouldn't it be better if students could give full play to their intelligence and imagination according to their existing chemical knowledge and practice and design an experimental method? Therefore, it is necessary to create classroom learning situations, mobilize students' learning enthusiasm, give full play to their main role, and gradually guide them to discover, explore and solve problems. For example, when oxygen is produced in the laboratory and its properties are tested, which reaction principle is better?
Second, the implementation of open teaching
In the process of teaching, teachers should solve problems openly and don't throw conclusions easily. Let the students find out the impurities themselves and ask different questions from different angles. Make them not superstitious and conservative, dare to break the rules and dare to think about problems that others have never thought of. For example, when teaching the experiment of reducing copper oxide with hydrogen, this question should be raised first. Should the purity of hydrogen be tested before the experiment? Should the experiment be heated or filled with hydrogen first? Should hydrogen or heating be stopped at the end of the experiment? Then let the students discuss the guessing results and verify them. In this way, the space for thinking is really left to students, so that they can acquire knowledge more effectively in an effective time and learn to observe, imagine and develop their innovative ability better.
Third, develop and cultivate students' thinking ability.
Cultivate students' thinking ability in teaching, especially divergent thinking ability. Because divergent thinking has no certain thinking direction when guiding the consideration of problems, it can break through the inherent knowledge structure and framework of scientific research topics, think freely and imagine at will, thus gaining a lot of ideas and putting forward various ideas or practices. Here we can train students' divergent thinking ability from the following aspects. First of all, without knowledge, there must be no ability. Therefore, in teaching, we should strive to make students firmly and flexibly master basic knowledge and broaden their knowledge. In this way, students will have more opportunities to divergent thinking.
For example, zinc particles and dilute sulfuric acid are used to prepare hydrogen in the laboratory. In the lecture, students are introduced that dilute sulfuric acid can be replaced by dilute hydrochloric acid, but when the concentration of hydrochloric acid is high, it is volatile, releasing hydrogen chloride gas, so that students can imagine the consequences at this time. This can deepen the understanding of the reagents used to make hydrogen in the laboratory and expand the knowledge of students. Secondly, in our current teaching, we often like to let students practice with a lot of similar knowledge after teaching new knowledge, so that students can form a mindset and have the illusion of understanding. For example, several experiments in the textbook all generate water, so the mouth of the test tube is slightly inclined downward. However, when potassium permanganate is used to make oxygen in the laboratory, the test tube mouth is slightly inclined downward. If you ask why, many students will still say "prevent the generated water from flowing back and exploding the test tube", ignoring the generation of water in this reaction. This example shows that when designing exercises, there must be exercises of comparison, change and deformation. Third, in classroom teaching, we should carefully design and make full use of divergent points to provide situations, conditions and opportunities for students' divergent thinking, which should be reflected in all aspects of chemical experiment teaching, such as: in an ordinary experiment, if the teacher adds a sentence at the end of the explanation: Who can think of other experimental methods? In this way, the divergent points naturally lead out, thus improving students' innovative consciousness.
Fourth, pay attention to the initiative of teaching.
In the previous teaching, most teachers focused on lectures, lacking students' own activities, which caused the problem of the disconnection between theory and practice. Today, with the full implementation of quality education, students should be allowed to carry out their own teaching activities, including model making, games, practical activities, investigation and research. For example, in the teaching process, students can not only complete the prescribed experiments, but also use the selected experiments at the back of the book to ask students to design their own experimental schemes to encourage differences and innovation. This can not only cultivate their practical ability, but also let students experience the process of forming chemical knowledge and the pleasure of "discovering" chemical laws.
Fifth, attach importance to the conjecture of chemical experiments.
Newton famously said, "Without bold speculation, there will be no great discovery." As teachers, we should encourage students not to stick to the rules, but to break the rules and take the road that others have not taken. Teachers should analyze, summarize and generalize according to the thinking mode of scientific research, establish the principle, required equipment and operation flow of chemical experiments, and then verify and select them with strict logical methods, that is, the experimental mode of scientific research: asking questions-analyzing problems-guessing-testing and proving, which is helpful to the development of students' innovative ability.
In a word, innovation is the need of the times and the soul of a nation. Tao Xingzhi, a people's educator, once said: "Everyone is a creator, every day is a time for creation, and every place is a place for creation." Let us "dare to enter the uncivilized frontier and explore the undiscovered truth", blaze new trails and create a new generation.