With the deepening of the new curriculum reform, it has become the knowledge of teachers to choose appropriate mathematics materials and create a situation suitable for teaching and children's development in mathematics teaching. However, in our actual teaching, due to many reasons, the creation of situations is often "stale" and "out of tune" and loses its due value. Du Mu, a poet in the Tang Dynasty, famously said, "Learning is not to explore its flowers, but to extricate itself from its roots." It means that learning can't stay on the surface, just focus on the excitement in form, and get to the bottom of it. The situation should not only be colorful dynamic pictures or lively and diverse operation activities, but the key point is that it must imply mathematical problems. It can stimulate students' thinking and help them consolidate their knowledge and develop their abilities and intelligence.

(1) Starting from the combination of teaching and life, creating scenarios

Mathematics is closely related to life, and there is mathematics everywhere in life. Creating scenarios from the application of mathematics in real life can not only make students realize the importance of mathematics, but also help students solve problems with the mathematical knowledge they have learned. For example, when I was teaching "proportional distribution", I created a teaching scene of "beverage preparation". At the beginning of the class, the teacher asked: Do students like to drink? What kind of drinks do you like to drink? The students all said they liked the drinks they liked, and then the teacher asked, Have you ever drunk the drinks you made? The students all said that they had never. At this time, the teacher guided the situation: in this class, we will make drinks ourselves. After the preparation, the teacher asked the students to taste their own prepared drinks. Because they were not prepared in a certain proportion, they naturally said "delicious", "too sweet" and "too weak". At this time, the teacher seized the opportunity and asked the students to exchange the drinks in their hands and taste them again. Students will find that the drinks prepared at the same table taste different from those prepared by themselves, and can find out the reasons, such as "too much powder in the drinks of the classmates at the same table" or "too much water" and so on. At this time, the teacher promptly guided: to prepare a delicious drink, water and beverage powder must be moderate. Now, please prepare it again. And think about it, you should put a few servings of beverage powder, and a few servings of water to make a good drink. At this time, the team cooperated with each other to prepare drinks. This kind of teaching scene is not only closely related to life, but also arouses students' high attention and interest at once, and makes students' learning activities unfold vividly along the solution of related problems. Students always actively explore, discuss and cooperate with great interest, which promotes students' active development.

(2) Using problem inquiry to create scenarios

Appropriate scenarios are always linked with the solution of practical problems. It is an effective method to set teaching situation by using problem inquiry, which is convenient for exploring, discussing, understanding or solving problems. For example, when teaching "Find the volume of a cylinder", some people have created the following problem scenarios step by step when guiding students to explore the volume formula: Step one, can you find the volume of water in a cylindrical glass container? Students are interested in this, but it is difficult to tell the answer at the moment. A student tried to say that "cylindrical water" can be poured into a cuboid container, and then the length, width and height can be measured separately to calculate the volume. This idea has been recognized by everyone. In the second step, the teacher pushed the boat with the current and asked: If "cylindrical water" is replaced by "cylindrical clay", how can we calculate its volume? This question aroused the children's sense of surprise. After thinking, the students thought that they could knead it into a cuboid, and the volume could be calculated. Step three, the teacher's question is neither "water" nor "mud", but a cylinder block. Can you calculate its volume? The block of wood can neither fall nor be pinched, and it has encountered new problems. After thinking about it, students think that it can be immersed in the water of a rectangular container and measured by measuring the same volume of water discharged from it. Just as the students are active in thinking and happy to solve the problem, the teacher shows the focus of the problem. If it is the cylindrical cement columns on both sides of the theater door, can you find a way to calculate it? At this time, students deeply felt: ① There must be a formula to calculate the volume of a cylinder; ② This formula can be found from the relationship between cuboid volume and cylinder volume. A series of teachers' questions not only lead students to think deeply and explore actively step by step, but finally make the formula for calculating cylindrical volume "born" in students' hands.

(3) Using cognitive contradictions to create scenarios

The contradiction between old and new knowledge, the contradiction between daily concepts and scientific concepts, and the contradiction between intuitive common sense and objective facts can arouse students' interest in exploration and desire to learn, and form a positive cognitive atmosphere, so they are all good materials for setting teaching scenarios. For example, when teaching "Year, Month and Day", there is such a scenario design: "Do students like birthdays?" The students all replied happily: "Yes!" Then I asked several students: "How old are you? How many birthdays have you had? " After the students answered in turn, the teacher said, "Classmates, how old a person is, he will have several birthdays, but Xiao just had three birthdays when he turned 12." Why is this? Do you want to know the secret? " Hearing this, the students were all in high spirits and a strong desire for knowledge arose. At this time, teachers grasp the students' eagerness for knowledge and join the new class in time, and students' enthusiasm for learning will run through the whole class. This kind of scenario design takes advantage of the disharmony between students' cognitive factors, which not only creates an interesting emotional environment to mobilize students' positive thinking, but also introduces the key points and difficulties of the course and creates a good cognitive environment.

(4) Using hands-on operation to create situations

Piaget, a famous psychologist, said: "Children's thinking begins with action, and thinking cannot be developed if the connection between action and thinking is cut off." In the teaching process, often let them move, divide, draw, measure and pinch, etc., which can promote students' various sensory activities and achieve good learning results. For example, when teaching "Calculation of Trapezoidal Area", I guided the students to use two identical trapezoids to derive the formula of trapezoidal area through rotation and translation, and asked the students: "Can students convert the trapezium into other learned figures to derive its formula?" Because in "3 how to create teaching situation in junior middle school chemistry teaching?"

Import is the beginning of classroom teaching, the prelude of teaching movement, the first note of teachers and students' emotion, and the first bridge of teachers and students' spiritual communication. As the saying goes, "A good beginning is half the battle". Designing a refined, novel and enlightening way of importing can strike a chord in students' study, concentrate their attention, induce their thinking, stimulate their curiosity, fully mobilize their enthusiasm and initiative, and achieve the effect of "taking the lead".

"There are methods in teaching, but there are no fixed methods in teaching". Teaching methods are varied, so is the introduction of new courses. Because of the different teaching contents and teaching objects, teachers have to design flexible, lively and interesting introductions to make classroom teaching lively and energetic. Based on years of teaching experience, the author talks about the art of integration in chemistry classroom teaching.

1. The method of reviewing questions refers to that the teacher writes the questions on the blackboard first, and then starts with reviewing the questions, guiding the students to analyze the questions, thus merging into the new curriculum teaching. This method is straightforward, the theme is clear, the focus is highlighted, and the students go straight to the key points. Students will soon enter the discussion of the central content and arouse their interest in learning. The key to the application of the method of examining questions is that teachers can carefully design a series of questions around the topic, and import them into classroom teaching by means of asking questions, asking questions and discussing, so as to arouse students' positive thinking and pave the way for new curriculum teaching.

2. Experiment is the soul of chemical science, and chemistry teaching cannot be separated from experiment. In the new class, using the interesting phenomena in the introduction of chemical magic or experiment gives students a direct visual impact, stimulates their interest in learning and strong curiosity, thus generating their desire to learn. It is very important to improve students' interest in learning chemistry and have a good first class. Chemistry is a new subject that students come into contact with after entering the third grade. Having a good first class makes students feel that chemistry is an easy-to-learn and interesting subject, thus improving their interest in learning.

Applying experiments to new courses can push classroom teaching to * * *. Some chemistry experiments are "magical". According to the active and curious psychological characteristics of middle school students, I gave students some interesting experiments in the first chemistry class. For example, I designed an interesting experiment of "Rain leaves blossom". First, I painted some flowers on white paper with a glass rod dipped in colorless hydrochloric acid solution, then painted leaves with colorless sodium hydroxide solution, hung the white paper on the wall, and sprayed purple litmus test solution on the paper, which immediately appeared on the wall. Then perform the magic of changing "clear water" into "milk": drop sodium carbonate solution into the clarified limewater, and the clarified limewater will become turbid immediately, which will make students feel that chemistry class is like "magic", resulting in a happy learning psychology, which will keep students excited throughout the class, effectively stimulate their interest in learning chemistry and improve their learning efficiency.

3. The introduction of physical objects into classroom teaching can make students feel that life is inseparable from chemistry, and chemistry is everywhere in life, which makes students feel happy to learn. For example, when I was studying "Molecules and Atoms", I brought flowers and perfume to the classroom. When students enjoyed the flowers, they couldn't help wondering what the teacher meant by bringing flowers to class. At this time, I proudly asked: "What fragrance do you smell? Why do you smell it? " Then show a glass of sugar water and a glass of salt water, and ask the students, "Can you tell which glass is sugar water and which is salt water with naked eyes?" Why did sugar and salt disappear when they were put into water? " Introducing this topic into students' puzzled expressions will immediately make the boring "molecules and atoms" vivid, and students' interest in learning will be doubled, which will add a lot of luster to the new curriculum teaching.

4. The method of "guess and hypothesis" is an important factor of scientific inquiry ability. Students are very curious about the new chemical knowledge, and there will be some conjectures. Teachers should guide and inspire students in time, let students explore and verify their conjectures actively, experience the happiness of success, and enhance their curiosity and desire to explore chemical phenomena. For example, after learning the law of conservation of mass, I asked students to make a bold guess: Is the mass of magnesium bars increased or decreased compared with the original mass of magnesium bars after burning in the air? Most students say that the quality has increased, so I just laughed and let the students do the experiment by themselves. After the experiment, the students found that the index of the balance was off to the right, indicating that the quality of the product decreased after the reaction. So some students said, "I saw white smoke. Some magnesium oxide turned into white smoke and ran into the air. It was not weighed, so it became lighter." After this conjecture and verification, students' interest is greatly increased, and their thinking ability and expression ability are also trained.

5. The story-in method is to stimulate students' curiosity and thirst for knowledge and enlighten students' thinking through clever arrangement and selection with the help of fables, allusions and legends. The introduction of interesting stories has played a role in bridging the gap and laid a good foundation for new curriculum teaching. For example, when talking about "Chemical Elements and Human Health", I told the students: "This is a true story. A long time ago, farmers living in the lower reaches of Mount Fuji in Japan planted rice. The quality of rice was good, but the yield was not high. After many years, for some reason, the longer the rice, the better, and the output increased, and the local farmers were very happy. However, the good times did not last long. Since 1955, a strange disease suddenly appeared among the residents here: at first, the patient suffered from back pain, joint pain in his back, hands and feet, and soon his whole body ached. The patient waddled like a duck, and even had to endure great pain in breathing and eating. The patient kept shouting,' It hurts! It hurts!' From 1963 to 1977 alone, 27 people died. From the autopsy of the dead body, it can be seen that the patient's appearance is intact, but there are as many as 7 fractures in the body. Later, after expert research, the cause was found and the culprit was caught. It turned out that a zinc smelting plant was established upstream. The wastewater discharged from the plant contained harmful element cadmium, and the water containing cadmium irrigated rice fields, and the rice also contained cadmium. People's long-term consumption of rice containing cadmium has led to the above tragedy, which is the' painful disease' in Japan. " This almost bizarre story surprised the students, raised great doubts and sublimated their interest in learning. The "golden moment" of classroom teaching has arrived, and I went on to say, "It can be seen how important it is to protect the environment!" Students can't stop nodding. Through the narration of the teacher's image, the students enjoyed listening to it, were educated in jokes and discussions, broadened their knowledge and fully felt the importance of learning chemistry. When I was talking about Burning, I told a story to my students. An archaeologist found an ancient tomb in the deep mountains. Through textual research, he confirmed that there was a prince buried in it more than a thousand years ago. When the archaeologist finally pushed open the door of the tomb with great pains, the scene in front of him frightened him out of his wits: one of the many extinguished chandeliers above the coffin was still burning. This experienced archaeologist has never seen a lamp that can burn for more than 1 years. When he was horrified, he turned and fled, never daring to return to the tomb. A few days later, several other archaeologists got the message and rushed here, but they didn't find the burning lamp. They successfully took out the cultural relics. Why? Students begin this lesson with confusion. After discussing the burning conditions, the answer is solved. This influx makes students have a strong interest in learning and thirst for knowledge, so that students can step into a good learning environment in interesting situations, and also let emotional attitudes and values be reflected in this class.

6. Scenes-in method uses multimedia technology to make relevant pictures, films and displays before classroom teaching, and to link teaching theoretical knowledge with real life, so that students can effectively express their knowledge before learning a new lesson, thus achieving the purpose of stimulating their interest in learning. For example, before the lesson of "Acid Rain", I will play a short film about the harm of acid rain to agriculture, architecture, forests and human health by using multimedia, so that students can understand the destructiveness of acid rain to our living environment before learning theoretical knowledge, so as to have a sense of resisting acid rain ideologically and lay a good foundation for later learning theoretical knowledge. In the lecture on Fossil Fuels, I will first show a short film about gas explosion in coal mines, so that students who have never been exposed to coal mines can have the feeling of personal experience, so that students can further understand the interests of these fuels, expand their knowledge and have a strong interest in learning.

the above aspects are only some superficial experiences of the author, and cannot be covered completely. In teaching, we still need to constantly explore and sum up experience. I believe we will find a better secret recipe, further optimize and improve chemistry classroom teaching, and comprehensively promote the quality of chemistry classroom teaching.

Set the teaching situation according to the teaching content, so that students can easily walk into the world of chemistry and explore the unknown mysteries. Only when they return home with a full load can they discover the magic of chemistry, which is extremely efficient.

On how to create teaching situation in ninth grade chemistry teaching

With the development of curriculum reform,