Analysis of the new curriculum context of high school chemistry courses into strategic thinking毕业.docx

1、Analysis of the new curriculum context of high school chemistry courses into strategic thinking毕业 Analysis of the new curriculum context of high school chemistry courses into strategic thinkingPaper Keywords: new teaching into the practice of strategic thinking and experience of case studies Abstrac

2、t: the new curriculum background to the multi-faceted, multi-angle thinking design courses Guiding Strategies to teach is not fixed, but concerned about the student body, close to life and textbooks, training students to the concept of scientific literacy, the teaching of new courses Import Policy t

3、he direction of the design. All beginnings are hard. As the main front of the education reform - teaching, their teaching philosophy, efficiency, and the success is particularly important so-called good beginning is half the battle. So, I personally think that a new teaching and excellent import is

4、the smooth implementation of new an important guarantee of teaching philosophy below, combined with my teaching practice in recent years, new curriculum context of high school chemistry courses Import Policy in the humble opinion, ask for advice from colleagues. One, teaching the meaning and purpose

5、 of import The import of so-called course, in an appropriate manner in a short period of time, into the normal teaching effectively pave the way so that the students into better learning state. The import of the teaching has three main purposes. First, convert the learning context. High school curri

6、culum to randomly arrange the majority of cultural studies, one with a dignified class of “critical” the recess serious student and even on the toilet The process is run, if the chemistry teacher into the class will come to the question, students are breathing the seat, it is difficult to adapt to t

7、he changing rhythm of the teachers is to mobilize the enthusiasm of students, enhance students interest in learning chemistry. We say that interest is the best teacher improve student interest and focus more attention on, the initiative will be strengthened accordingly. Teacher-student interaction e

8、ffect especially clear classroom is conducive to learning objectives, and grasp the goal of classroom teaching, to achieve chemical positive transfer of knowledge that students scientific literacy. Second, teaching strategies and import case Design chemistry classroom teaching import depending on th

9、e content and requirements to adopt multi-faceted, multi-angle strategy. Here to talk about several import policy analysis and case, for reference only. (One for the teaching of the concept of import to pay attention to the cultural differences of East and West high school chemistry textbook in many

10、 of the concepts from Western culture and language to describe the system, such as “amount of substance” concept “amount of substance” is a collection of formal description of the number of microscopic particles in the Chinese system, describe a number of substances rich quantifier “hit, double, tie

11、d” has been ingrained in the students language systems use different quantifiers for different substances. Western culture in the representation with a single, plural may have been reasonable “amount of substance” as the common characterization of the different particles, prone to confusion in the C

12、hinese culture. “amount of substance” as a whole phrases which can hardly integrated into the student has been the word system, so many students to understand the amount of the “elements” the amount of atoms. seems to understand the Chinese way of thinking from Western languages ​​system

13、 “amount of substance” is the students learning the biggest obstacle. Relatively speaking, we already have the concept of number and quantifiers, since the role of negative migration for the students to learn the “amount of substance”. teachers to explain the process is often both compare actual imp

14、ort effect and poor getting more and more confused. “Moreover, the concept of” amount of substance “is a far cry from the students life experiences, while the lack of experimental basis, is not conducive to the import of intuitive teaching material surface is narrow and even students in the calculat

15、ion of chemical easy to go back to the old path of quality physical and active use of the computing power of the “amount of substance” as the center, so right “amount of substance” to learn the import should also be a need to apply situational process. Hours: The amount of substance with molar mass

16、Teachers and students to explore the import 1: examples of daily life, such as granulocyte existing units of meters and bagged for the commodity relations, explore small objects are often rendered in the form of aggregates of address from microscopic to macroscopic characterization methods, the intr

17、oduction of a collection of concept. Teachers and students explore the import 2:1 water dripping in the number of water molecules? 60 million people around the world at the same time the number of number of how many years? Lead students to experience any of macroscopic matter are composed of a huge

18、number of microscopic particles, to help students build micro-consciousness, generate how to express the enormous number of particles learning doubt pave the way for the introduction of the concept of “amount of substance”. Teachers and students to explore the import of 3: the significance of the ch

19、emical equation, measurement number and participate in the reaction equation the number of particles, to participate in the reaction of the relationship between the amount of substance in order to establish the concept of learning contexts require. (For the import of the chemical reaction principle

20、of the basic theory of teaching thinking intermediate station. Ausubel proposed the concept of “advance organizers” is a good teaching into law. “Organizer” was a material, a model, a law, an experiment, presented before the emergence of the learning materials the learners easy to understand, or hav

21、e accepted the face, it is the bridge of the old and new knowledge is a way of thinking intermediate station, this allows students to shorten the span of thinking, to decompose the difficulty of learning to form a correct knowledge of migration. Course Duration: redox reaction Jiangxi TV “legendary”

22、 “Who is arson murderer” event to import materials, so the idea of ​​the students to follow the “detection” process, the establishment of the intermediate station of thinking, and guide students to the classroom from the real life “oxygen - reaction” principle learning. Class: covalent b

23、ond formation Cited phenomenon: a vegetable field in a family room, but in the B family in front of the house, A place belongs to A, B said that should belong to the B, disputed among themselves, no results later consultation. Two to reach a consensus, so that A in here to grow vegetables, B the veg

24、etables blank line sesame, this vegetable plot both belong to A belongs to B, that is jointly owned. Class: the chemical reaction rate influencing factors - effective collision Cited the example of NBA basketball is such a student familiar with, I asked two questions: what region the game players th

25、e most concentrated? Yao Ming injured region where? Share Free paper Download Center similar to the establishment of chemical equilibrium and some of its characteristics, can also use the pool and out of the red and black water go down with the elevator to import the ionization equilibrium shift pri

26、nciples of teaching, etc. take the example of using the students familiar with the situation, the establishment of a thinking intermediate station, not only active in the classroom atmosphere, shorten the gap between teachers and students know, to facilitate the students assimilation of knowledge an

27、d responsive. (Elements and compounds content teaching import should pay attention to the cultivation of human culture, daily life and scientific literacy. In chemistry teaching, from the numerous and voluminous, the multitude of Chinese ancient culture, pick a number of chemistry-related poems Quot

28、es, historical facts, allusions, for the classroom, making it informative and humanities “cross-hui and India, can inspire students in the treasure house of knowledge of chemistry is full of magic and mystery of continually pursued to enable students to in Seclusion phenomena in the learning process

29、 and inspire their love of science and exploration, both conducive to enrich and improve the quality of students, and it helps them in good health developments. The nature and preparation of lessons: ethanol About our ancient history of wine, citing relevant verses of “comparative study of wine in t

30、he sky,” a toast to invite the moon, the film into three. Hours: ethanol and acetic acid esterification should Poetry reference sky Hong array through the Changan. Curse of the Golden Flower “, Sparse crossfall water clean and shallow, subtle fragrance floating on the evening, citing life examples,

31、such as: fried fish, why they put the wine and vinegar ? Class: the pH value and acid-base indicator Reference to the poem “truthfulness have Dongfeng surface, the flowered always spring”, “Parking love to sit Maple night, Red Leaves, Flowers, flowers of gorgeous colors, a variety of organic pigment

32、 in the petal cell sap in the pH not at the same time the color of ever-changing. Reference of these verses, give students a vivid image of the feelings of beauty, and then enter the chemical level to learn and explore into the upbeat, studious mood, to feel positive and healthy aesthetic taste, and

33、 passion for life, conserve temperament. 2008, China successfully held the Olympic Games, the opening ceremony of the “footprint” fireworks, magnificent, colorful, dizzying, it is said at the 2010 Guangzhou Asian Games Water fireworks must, these are “flame reaction” class good Import courseware. same year, the Shenzhou V