How the implementation of the optimization design of teaching in the junior high school chemistry cl.docx

How the implementation of the optimization design of teaching in the junior high school chemistry cl.docx

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Howtheimplementationoftheoptimizationdesignofteachinginthejuniorhighschoolchemistrycl

Howtheimplementationoftheoptimizationdesignofteachinginthejuniorhighschoolchemistryclass

[Abstract]:

juniorhighschoolchemistryteachingistheinitiationstageofchemicaleducation,schooleducationintheclassroom,classroomteachingisthemainfrontoftheschooltotheimplementationofqualityeducationisthekeytoagoodjobofqualityeducation.Therefore,moreeffortintheclassroomoptimizationinordertoeffectivelyimprovetheefficiencyoftheclassroom.

[Keywords:

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theteachingobjectiveoptimizationteachingSchooleducationintheclassroom,classroomteachingistheschoolthemainpositionsoftheimplementationofqualityeducationisthekeytoagoodjobofqualityeducation.Therefore,onlymoreeffortintheclassroomoptimized,inordertoeffectivelyimprovetheefficiencyofclassroominstructionaldesignrequirementsofeachlinkshouldfocusonpromotingthedevelopmentofstudentknowledge,skills,processesandmethods,attitudesandvalues​​thefollowinginthechemistryclassroomteachingprocessoptimizationdesigncrudelytalkabout.

Teachingobjectiveoptimization,juniorhighschoolchemistryteachingistheinitiationstageofchemicaleducationtoimplementthecomprehensivedevelopmentapproach,focusedonimprovingtheliteracyofstudentsofchemistry,todevelopstudents’basicskillsinstructionaldesignteachingobjectives,teachingobjectivesstudentstheexpectedlearningoutcomes,teachingisbasedonthedirectionofteachingobjectivesfororientationactivities,teachingobjectivestoguideandrestricttheinstructionaldesign,suchasconservationofmassteachingobjectivesare:

1.understandingofthelawofconservationofmass,thequalityofcommonchemicalreactionsrelationship,therighttowritesimpleequationforthereaction,andsimplecalculations,understandingofquantitativeresearchforthedevelopmentofchemicalsciencemajorrole.theaboveteachinggoalistheleveloflearningoutcomesexpectedbythestudentsafterlearningthelawofconservationofmasswhichtarget1,2belongtotheknowledgeandskills“areasandthetargetbelongtotheareasofattitudesandvalues.

Teachinggoalisnotonlytoimpartknowledge,butalsobasedoncurriculumstandardsandtextbooks,topenetrateavarietyofabilities,learning,masteryofresearchmethods,goodhabits,scientificattitude,moral,andothernon-intellectualfactorssuchasteachingdoesnotconsidernon-intellectualfactors,isnoteffectivelystimulatetheenthusiasmofthestudents’learning.

Todevelopteachingobjectivescurriculumstandardsisthebasicprinciple,butshouldbecombinedwiththeactualsituationofthemajorityofstudents,stepbystep,graduallyincreasetheotherwisewouldbecounterproductive.Intheteachingprocesscanbedistributedtostudentstocompletesomeoftheteachingobjectivesofthetestquestions,whentheChurch,keepabreastofthestudentsunderstandingofthesituation,andaccordinglytimelyadjustmentstotheteaching,thuscontributingtothevastmajorityofstudentstoachievetheteachingthebasicrequirementsofthetargetareatoimprovethequalityofteachingandhelpstudentstoenhancetheself-confidencetolearnchemistry,therebyincreasinginterestinlearning.

Second,theoptimizationofthecoursecontent,determineteachingcontent,firstyouwanttoanalyzewhichtypesofknowledge,basicconcepts,basictheory,knowledgeofelementsandcompounds,chemicalterms,chemicalcalculations,chemicalexperiments.Theteachingcontentofthedifferenttypeshavedifferentcharacteristicsandrequiredifferentteachingstrategiesandteachingmethods,teachersshouldviewintothewholechapter,afterthedivisionunit,andthenreturntothecontentsofeachlesson,theuseof“whole-part-whole”analyticalmethods,inordertodoeachlessoninserieswitheachother,notoutoflineintheteachingsandknowledgeofthestructureofminingtextbookadvantagesshouldbebasedonstudents’actualdestinationreadtheinformationandfindthelatestrelevantbackgroundinformation,chooseabetterwayofexpression,agoodtypicalexample,agoodpresentationmethodsandappropriateauxiliaryexercisestocompensateforthedeficienciesofcertainaspectsoftheteachingmaterialssuchasteachinginthejuniorhighschoolchemistrywonderfulcarbondioxide,combinedwithtextcharacteristics,throughaccesstoinformation,literature,learnedthattheformationofthe“Tsunami”and“Hurricane”isalsorelatedtoincreasedcarbondioxidelevelsintheair,intheclassIntroduction,Iusedtheslidetothe“Tsunami”and“hurricane”causedbythedisasterThesexscenespresentedinfrontoftheirclassmates,studentsplaytotheirimagination,toidentifythecausecausedtostimulatestudents’knowledgeoftheexpectationsof,basedontheknownknowledgeofthestudentsintheirdailylives,takefulladvantageofmultimediaandchemicalexperimentstobreakthebook,theoriginalpattern,demonstrationexperimenttothestudentstoexperiment,throughobservation,discussionsandexchange,todrawthecorrectconclusions,andmasteredtheknowledgeoftheclassinarelaxedatmosphere,goodteaching.ShareFreepaperDownloadCenter

Inshort,theteachingcontentshouldbeinlinewiththeprinciplesofprimaryandsecondarylevelsofdetailproperly,succinctlyandtraining,sub-tablewhatteacherssay,whatstudentsspeakWhatarrangementsforstudentself-studyordiscussion,whichteachersandstudentstogethertosolveclassroomteachingshouldfocusonteachingcontent,sothatreasonablearrangementscanbeobtainedintimeandspaceofvariousteaching,teachersandstudentsthroughouttheirplace,coordinated,withtheorderlyandplaythebiggestbenefitsofclassroomteaching.

Teachingstructureoptimization,theteachersdesignlessonplans,youshouldtakefullaccountoftheteachingandlearninginavarietyoffactors,adheretotheteacher-studentsasthemainbasicprinciplesofchemistrycharacteristics,requirementsandageofthestudentsthinkingthecharacteristicsofgooddesigninlinewithteachinglawandteachingtheprinciplesoflessonplans.

Typicallyincludesachemistryclasstherearenewcoursestointroduceandteachnewcourses,classroomexamples,toconsolidatetrainingandclassroomsummaryofseveralparts.Allaspectsmustbereasonablearrangementsfortheallocationoftime,andcontentdesignedtoformalevelscientificandharmoniousstructure,suchasnewcoursesintroducedoneofthemoreimportant,itisthe“opening”ofeachclass,usedproperly,willcausestudentsagreatdealofinterestforanewlessonteachingtocreateagoodclassroomatmospherediscussionmethod,mainlybyaskingquestionsandflexiblemethodofProblemSolvingmethod,experimentalmethod,conjecture,analogyofwhichquestionstodiscussthebasicconceptsandbasicmethodsofteachingtheuseofmorethan,ProblemSolvingmultistudentshavemoreknowledgeofbasicconcepts,formulasandtheoremsonthebasisofthenewcourseswillfurtherdeepentheknowledgeonthebasisoftheexperimentalmethodismainlyusedfortheteachingoftheclassicistintedexperimentaltypecanbeteacherdemonstrationorbythestudentsintogroupstodoit.Inadditiontherearealotoftheintroductionofsimpleandneatdesignshouldstrivetoplaytheroleofinspiredthinking,suchaslecturesconstitutethebasicparticlesofthesubstance-molecular,atomic,allowsThestudentsreviewthemolecules,atoms,“theknowledgelearnedinthefirsttwodaysofphysical,inordertofurtherappreciatetheirdeepmeaninginchemistryteaching.

Theteachingmethodsofoptimization,manyteachingmethods,languageofinstructionisthemostfundamentalandimportanttool,wemustattachgreatimportancetotheteachingoflanguagetraininganduseoforallanguagestandard,vivid,thewritingontheblackboardlanguageshouldbeaneatappearance,bodylanguageshouldbedecentandgenerous.Inaddition,modernteachingmethodsinchemistryteachingpositionisalsoincreasinglyimportant,inadditiontomoretraditionalopticalprojector,multimediatechnologyinsecondaryteaching,throughthecomputerblendofgraphics,text,sound,likeasoneofavarietyofteachinginformationprocessing,aninteractivemeansforstudentstocreatearealisticsituation.Forexample:

Injuniorhighschoolchemistry“wonderfulcarbondioxide,”ateaching,weusethevideoobservationof“dryicesublimationgeneratedwhencarbondioxidegasisslowlypouredintothelargebeakerofmultipleladdercandleburningintheexperimentphenomena,specific,vivid,impressive,theeffectisobvious.

Teachingmethodsofoptimizationintheclassroomteaching,teachingmethodstaughtlaw,questionsdiscussed,thesimulationfoundthatthemethodandtheclassicistintedexperiment.Theircommonfeatureisateacherbymeansoflanguage,experiment,demonstration,fullyplaytheleadingroleoftheteacher,studentstodevelopskills,techniquestoteachchemicalknowledgeinteachingshouldresolutelyrejectthe“spoon-fed”teachers“teaching”iscommittedto“guide”toobeythestudentslearnandteachersSpecialattentionshouldbegiventotheguidanceofthelearningmethods,suchastheuseofheuristicpedagogy“,andpenetrationscenarioteachingideas,andactivelyguidestudentstoindependentlearning,theinitiativetoexplorecollaborativeresearchanddiscusswitheachother,sothatstudentsthroughtheirownpracticeindependentthinkingtocomprehendchemicalprinciple,andmasterofchemistryresearchmethods.Forexample,ajunior