First, talk about textbooks 1. The position and function of textbooks

The knowledge that sodium compounds belong to elemental compounds is the focus of this chapter. Through the study of this section, we can not only deepen and consolidate the knowledge of the previous section, but also lay the foundation for the study of alkali metals in the next section, so the teaching materials in this section have a connecting link.

Among sodium compounds, sodium carbonate and sodium bicarbonate are closely related to daily life, so it is of great practical significance to learn this section well.

According to the requirements of the syllabus, the specific content of the textbook and the specific learning situation, this lesson is divided into two hours.

The first lesson: the properties of sodium peroxide;

The second category: the properties and identification methods of sodium carbonate and sodium bicarbonate.

What I said below is the content of the first class.

2. Teaching objectives

(1) knowledge and skills

Master the properties of sodium peroxide and use it skillfully. Through the study of the use of sodium peroxide, the students' ability to integrate theory with practice is cultivated.

(2) Process and method

The reaction of Na2O2 with H2O and CO2 is a means to guide students to explore the unknown.

Through teaching design, students are given scientific learning methods: comparative method and experimental inquiry method.

(3) Emotion, attitude and values

In the learning atmosphere of free interaction and inquiry, students are trained to form the spirit of being brave in inquiry and good at questioning and the values of seeking truth scientifically by personally experiencing the process of obtaining experimental results.

3. Emphasis and difficulty in teaching

Teaching emphasis: the nature of sodium peroxide.

(2) Teaching difficulty: Sodium peroxide reacts with water and carbon dioxide.

Second, talk about learning.

1. knowledge reserve: in junior high school, students have learned the three elements of combustion. Through the study of sodium metal in the last section, students generally have the enthusiasm for research.

2. Characteristics of students: Senior one students have limited chemical knowledge and experimental skills. Although they are interested in exploratory experiments, they may not be able to actively observe, think and explore the essence. So in this class, I will ask more questions and guide more, so that students can start to use experiments as a means to explore unknown areas.

Third, oral teaching methods

My idea: Constructivism theory is spread out in the classroom, introducing new knowledge from old knowledge and stimulating interest through cognitive conflict or doubt.

1. This section adopts "interactive" and "heuristic-exploratory" experimental guidance analysis methods.

2. Experiment: The demonstration experiment was changed to student demonstration, and the experiment was conducted in pairs.

3. Multimedia-assisted teaching and learning plan guidance.

Objective: To return the classroom to the students.

Fourth, the methods of speaking and learning

1. Guide students to learn: observe phenomena → put forward conjectures → analyze essence → verify hypotheses → draw conclusions.

2. Guide students to master the methods of experimental inquiry and comparative discussion.

3. Guide students to learn to analyze the use of Na2O2 from its properties.

Fifth, talk about the teaching process.

* * * is divided into four stages, namely, introduction and inquiry stage, summary and induction stage, exercise strengthening stage and after-class consolidation stage.

2. Case analysis of chemistry teaching in senior one.

I. Overview This course is a compulsory chemistry course for senior one 1 Chapter III, Section 1, Study on the properties of metallic sodium. Through the study of atomic structural characteristics, physical properties, chemical properties, preservation methods, preparation methods and uses, this paper aims to introduce the properties of sodium metal and its compounds in life and production, which plays an important role in high school chemistry. This lesson focuses on the chemical properties of sodium-the reaction between sodium and water, and the difficulty is the observation and analysis of experiments, especially the inquiry learning of the reaction between sodium and water.

Second, the analysis of teaching objectives

1, knowledge and skills:

(1) describes the reaction of sodium with water and oxygen.

(2) Understand the nature of the reaction of sodium with water and oxygen.

(3) Students realize that changing reaction conditions can change chemical reactions.

2, process and method:

(1) through learning, students' inductive reasoning ability, as well as the extensiveness, profundity and criticism of thinking are cultivated.

(2) Master the basic methods of scientific inquiry and improve the ability of analyzing and solving problems;

(3) Through the exchange of experimental scheme design, enhance the ability of cooperative learning, improve the ability of expression and the ability of screening and optimizing experimental schemes.

3. Emotions, attitudes and values:

Through learning, we can understand the universal connection of things and the dialectical materialism philosophy of unity of opposites, and stimulate the spirit of exploration and innovation. Inspire the sacred sense of responsibility to learn cultural knowledge well and serve the motherland.

Thirdly, the analysis of learners' characteristics

1. The students are in the parallel class of Senior One in Chang 'an No.2 Middle School.

2. Students have a strong interest in chemical phenomena in life.

3. Students are active in thinking, have experience in group cooperation and inquiry, can actively participate in discussions and have strong inquiry ability.

4. Students have a strong interest in experimental inquiry.

5. Students have a certain understanding of the atomic structure of sodium and the nonmetallic element chlorine.

6. General methods and ideas for students to learn about elements and their compounds.

Fourthly, the choice and design of teaching strategies.

1. Autonomous experimental inquiry and group discussion communication strategy: create a large number of hands-on practice opportunities for students. In the process of inquiry, by guiding students to conduct experimental inquiry independently and conduct group discussion, students will be given full learning autonomy and create development space.

2. Question-guided inquiry strategy: through the design of questions, students' interest and curiosity are stimulated, and teachers gradually inspire and guide them to make the learning content deeper.

3. The strategy of close contact with real life: The problems and experimental design should be combined with students' existing social life knowledge and experience as much as possible to improve students' interest in chemistry.

4. Scenario creation strategy: use the scenarios related to the teaching content in life to design questions, design physics experiments, organize the teaching content, put forward enlightening extension questions, stimulate students' interest in learning, and actively participate in the study of experimental verification, experimental conjecture and exploration of laws.

Fifth, analyze the choice of teaching media.

1, through pictures and multimedia computer demonstration.

2. Through student group experiments and media pictures.

3. Demonstrate the experiment and improve it.

4. Show it by recording the video in advance.

3. Case analysis of chemistry teaching in senior one.

First, teaching objectives: knowledge: about the structure and function of mitochondria.

Explain the similarities and differences between aerobic respiration and anaerobic respiration. (understand)

Explain the principle of cell respiration and discuss its application in production and life. (understand)

Skill: Design experiments to explore the breathing patterns of yeast cells.

Second, teaching emphasis and difficulty: the process and principle of aerobic respiration (emphasis);

The principle and essence of cell respiration, and explore the breathing mode of yeast (difficult point)

Third, preparation before class: know that the two groups of students divide their work to explore the breathing mode of yeast cells.

Fourth, teaching tools: ppt slides

Teaching process of verbs (abbreviation of verb)

Teaching content, teacher activities and student activities

(1) Introduce and review the physiological function of atp. After sugar and fat are decomposed by cells, energy is stored in the high-energy phosphate bond of atp. Question: In what way does organic matter decompose after entering cells? In vitro, organic matter reacts with oxygen, releasing a lot of energy. Biologists have found that organic matter also generates energy through complex oxidation reactions in cells.

Introduce the concept of cell respiration, review the old knowledge, take the teacher's questions as the guide, and enter the new lesson.

(2) Explore the way of yeast cell breathing, guide other students to ask questions to students who participated in the experiment, and make a summary. (Questions such as: Why did you choose yeast instead of mouse as the experimental material, etc. ; What is the function of naoh solution)

It is concluded that cell respiration can be divided into aerobic respiration and anaerobic respiration. Lead the students to say that yeast produces co2 by aerobic respiration. Design and results of the experiment of exchange expression of alcohol and co2 produced by anaerobic respiration, and answer questions raised by teachers and other students.

(3) Aerobic respiration: What are the organelles related to aerobic respiration in learning organelles? It is clarified that the main place of aerobic respiration is mitochondria. Show the structure of mitochondria with slides, guide students to observe and express, and be problem-oriented: 1 How many membranes does the mitochondria consist of? 2. What is the morphological difference between the outer membrane and the inner membrane, and how the characteristics of the inner membrane adapt to the function of mitochondria; 3. What are the substances on the intima and matrix?

With the help of slides, teach the three stages of aerobic breathing. Pay attention to the location, energy changes and products of the three stages.

Question: What is the difference between aerobic respiration and the process of releasing energy by burning organic matter in vitro?

Briefly introduce the conversion efficiency of aerobic breathing energy, and students can calculate it. Generally, the efficiency of internal combustion engine is about 25%, while the energy efficiency of biological aerobic respiration is about 40%, and the remaining 60% is converted into heat energy. Answer the question (mitochondria)

Observe the structure of mitochondria, answer related questions, and synthesize the answers of multiple questions to get the mitochondrial structure adapted to aerobic breathing function.

Students read the relevant contents, fill in the form, discuss in groups, and then say the three stages of aerobic breathing respectively.

Compare the differences between the two.

To analyze the physiological significance of heat energy in organic matter birth injury.

Teaching activities, teacher activities and student activities

(4) Summary and Practice The first class shows the concept map of semi-finished products with slides to guide students to complete it.

Practice group discussion and complete the concept map.

(5) Anaerobic respiration: Are all cells in the human body breathing aerobically at any time? Teachers and students give some examples of anaerobic respiration (such as potato tuber, rice root, roundworm, skeletal muscle cells in anaerobic state, etc.). )

Changes of places, processes, products and energy of anaerobic respiration

Take lactic acid and wine as examples to teach the concept of fermentation.

By comparing the difference between aerobic breathing and anaerobic breathing, guide students to summarize the concept of anaerobic breathing and give examples of anaerobic breathing in life.

Fill in the relevant forms.

Taking the concept of aerobic respiration as an example, this paper tries to summarize the concept of anaerobic respiration.

Find out the similarities and differences between aerobic respiration and anaerobic respiration through group discussion.

(6) The application of the principle of cell respiration guides students to analyze and discuss data. Discuss, or speak freely, and explain the relevant examples in the textbook with the knowledge of anaerobic respiration.

4. Case analysis of chemistry teaching in senior one.

Knowledge goal:

1. Students know the real existence of molecules and that molecules are particles that make up matter;

2. Understand the concept and basic properties of molecules;

3. Learn to distinguish between physical changes and chemical changes from a molecular perspective;

4. Understand the concepts of pure substances and mixtures, and judge typical pure substances and mixtures.

Ability goal:

Cultivate students' ability of consulting materials, observing and abstract thinking.

Emotional goals:

Through experiments and discussions, we can stimulate students' interest in learning and cultivate their spirit of unity and cooperation.

Teaching suggestion

Textbook analysis

The textbook in this section is divided into two parts: molecules and mixtures and pure substances.

The first part focuses on describing that matter is composed of molecules and other particles, and discusses the basic properties of molecules. The textbook begins with some familiar daily phenomena, such as: when people pass through flower beds or hotels, they will smell the fragrance of flowers or wine; Wet clothes will dry after drying; When candy is put into water, it will gradually disappear, but the water is sweet. By thinking about these daily life phenomena, students naturally establish the conclusion that matter is composed of particles that people can't see or touch (molecules are particles that are structured into matter). Through the experimental phenomena such as the decrease of the total volume after mixing alcohol and water and the sublimation and condensation of crystal iodine, students can further infer that molecules are moving and there are gaps between molecules (that is, the nature of molecules) on the basis of establishing the conclusion that molecules are a kind of particles that constitute substances. After that, the textbook takes water into steam, sucrose dissolved in water and sulfur, or carbon burning in oxygen to produce sulfur dioxide or carbon dioxide as several typical physical and chemical changes, and makes a substantive analysis of the physical and chemical changes by using the molecular knowledge introduced at first to see whether the molecules themselves change when the substances change. In order to give a more accurate definition of molecules.

In order to further convince students of the objectivity of the existence of molecules, the textbook shows the photos of benzene molecules taken by scanning tunneling microscope, and at the same time guides readers to imagine the size and motion state of molecules with vivid metaphors. Enable students to establish an understanding of molecules emotionally and rationally.

The second part of the textbook is based on the composition of air and the mixing experiment of sulfur powder and iron powder, and distinguishes the concepts of mixture and pure substance from a macro perspective. Then from the microscopic point of view, using the preliminary knowledge of molecules, we can further distinguish pure substances from mixtures, so that students can initially establish the relative concepts of pure and impure.

Teaching suggestion

This part focuses on molecular knowledge. Molecules are invisible and intangible, so it is difficult for students to believe in their existence, and the knowledge in the first chapter is not as fast as it is. The first chapter of the textbook focuses on the preparation and properties of oxygen. Students are familiar with oxygen, and the concept that people inhale oxygen and exhale carbon dioxide has been established in their minds. Although oxygen is invisible and intangible, students can determine that oxygen really exists through life experience. In view of this, it is suggested to start with the problems encountered in real life in the teaching process, such as: why can people smell the fragrance of flowers or wine when passing through flower beds or hotels; Why can wet clothes be dried? When candy is put into water, why does it gradually disappear, while water is sweet. Take macroscopic phenomena as a link to induce students to imagine that people can smell the fragrance of flowers or wine because the molecules (or particles) with fragrance in flowers or wine diffuse into the air and contact with human olfactory cells. Wet clothes can dry because water molecules diffuse into the air. Sugar blocks are dissolved in water, which is sweet because sugar molecules diffuse in water molecules. Let students perceive the real existence of problematic elements in real life. The relationship between macroscopic phenomena and microstructure is established. In the teaching process, students' experiments (ammonia molecular diffusion experiment, magenta diffusion experiment supplemented by alcohol and water mixing experiment) are integrated into the classroom teaching, so that students can further perceive the real existence of molecules through the students' experiments, and at the same time, it is convenient for students to establish the imagination that molecules are moving, molecules of different substances are different in size and there are gaps between molecules when learning molecular properties. In order to make students more convinced of the real existence of molecules, in addition to showing students the photos of benzene molecules taken by scanning tunneling microscope, students can also find photos of other molecules through the network or library.

The establishment of molecular concept is the focus of this section. First of all, teachers can use multimedia to show students the microscopic process of several substance changes involved in the first chapter (for example, water turns into steam, sulfur burns in oxygen to generate sulfur dioxide), and then let students analyze the physical and chemical changes of substances in groups with preliminary molecular knowledge, so as to give a more accurate definition of molecules.

Another key point of this textbook is to let students establish the dialectical view that molecules can be separated and inseparable? Quot molecule is the smallest particle to maintain the chemical properties of substances. In terms of maintaining the chemical properties of the original substance, molecules are inseparable whole particles, because if molecules are subdivided, they are not molecules of the original substance and cannot maintain the chemical properties of the original substance. The molecular properties of the same substance are the same, but the molecular properties of different substances are different. Molecules can be subdivided, that is, they change during chemical reactions and become particles of other substances. Through the understanding of the separability and inseparability of molecules, students' dialectical thinking is gradually cultivated. The concept of molecules also emphasizes chemical properties, because the physical properties usually discussed are a macroscopic phenomenon, which shows that a large number of molecules of substances gather together, rather than what each single molecule can express, such as color, state, melting point, boiling point, density and so on. This section of knowledge should not only let students understand the concept of molecules, but also let students understand the internal meaning of concepts.

After students understand the concept of molecules, teachers and students should have a more comprehensive summary of the basic properties of molecules. In addition to pointing out that molecules are the smallest particles to maintain the chemical properties of substances, we should also realize that molecules are small, molecules are constantly moving, and there is a distance between molecules. In the teaching process, if we can show students the animation of microscopic particle movement through self-made or multimedia, on the one hand, we can induce students to imagine the pictures of countless particles moving in different states, and strengthen their understanding of knowledge, on the other hand, we can turn abstract knowledge into concrete and enhance students' interest in learning this part of knowledge. Senior two physics students have learned the knowledge of molecular motion theory (molecules are in motion, and there is attraction and repulsion between molecules), so they can point out that the thermal motion of molecules and the change of material state are problems that need further discussion in physics. If students understand the state of molecular motion, intermolecular forces and the nature of the mutual transformation of three states of matter, it will be of great benefit to the later study of dissolution and crystallization solution conduction.

For the knowledge about mixture and pure substance, it is suggested to start with experiments in teaching, so that students can understand mixture and pure substance from perceptual knowledge and further analyze them from a micro perspective. Finally, let students understand the relativity of material purity and impurity, and cultivate students' dialectical thinking method.

5. Case analysis of chemistry teaching in senior one.

Knowledge goal enables students to understand the distribution of water in nature;

The close relationship between water and industrial and agricultural production and people's daily life;

Consequences of water pollution and its prevention;

Understand the composition and physical properties of water.

capability goal

Cultivate students' divergent thinking and the ability to consult media materials and obtain information.

Affective goal

Cultivate students to establish the concept of water saving, enhance environmental awareness and make their own contributions to sustainable development.

Cultivate students' team consciousness of unity and cooperation.

Teaching suggestion

The content of this section can be roughly divided into: the influence of water on human beings, the physical properties of water and the composition of water. When dealing with this teaching material, we should take common examples in daily life as research clues. Conditional schools can arrange research topics before class, give students a week to find relevant information, especially highlight the advantages of large amount of media information, input keywords to search relevant information through the network, and ask students to process the obtained information. Every 2-3 students are a group, and you can show your research results by making powerpoint presentations or exhibition boards before class.

Through this organizational form, students' interest in learning chemistry can be improved, especially the results can be displayed. No matter what kind of students, as long as they work, they will gain something, which truly reflects the whole staff of compulsory education and the whole process of education. Especially for students, the strong expression of XX has become the fundamental driving force of their learning process. With limited water resources, the demand for water is increasing. For students, some may know a lot, while others may know nothing about the water pollution caused by industrialization. The teacher's simple introduction in class is far from enough to enhance students' awareness of environmental protection. Let students experience the real life, the waste of water resources and the deterioration of water quality in our life. Giving students a sense of crisis and consciously starting from me is a concrete manifestation of the popularization of environmental protection.

The composition of water is another key content of this lesson, which should include two aspects:

1. Macro composition of water, that is, elemental composition of qualitative water.

2. The microstructure of water, namely quantification. The number of atoms contained in each water molecule, thus obtaining the molecular formula of water. Consciously distinguishing these two processes will help students understand the general methods of studying the composition of matter in chemistry and lay a good foundation for future study. Electrolytic water experiment is a classic experiment to accomplish the above two tasks. We can introduce the experimental device with relevant physical knowledge, especially the polarity of electrodes, the volume of gas produced by two electrodes and the properties of gas produced by two electrodes. Then, we can help students to deduce with relevant data and draw conclusions. In these processes, we should pay attention to rigor.

Teaching design scheme

Theme: Water

Key points: the influence of water on human beings and the composition of water.

Instructional design process

This class is arranged according to one class hour. However, students should be assigned tasks one week before class. Students should consult the literature, browse related websites, and conduct exhibition activities on the basis of full preparation. Students can be divided into several groups and their learning achievements can be displayed in the form of free combination.

1. Task arrangement before class:

(1) Read the text, think about the following questions and put forward your own views:

Looking at the earth from outer space, we can see that most of the earth's surface is covered with water. It is a veritable water polo, and the water resources are so rich. Why plan protection?

② Is there a waste of water around us in our daily life? Combined with your own reality, what bad behaviors can be overcome in life to save water?

(3) Is the water resources protection around us good? What behaviors do you think will adversely affect water quality?

At present, the shortage of fresh water is a global problem, especially in some areas. Drought is a serious threat to human survival, and the earth is rich in water resources. Do you have any good ideas to make full use of seawater? (It must be your own idea, not necessarily correct, and not necessarily pursuing science, but it must be from the perspective of feasibility and economy).

⑤ What lifestyle changes do you think can save fresh water? Give specific measures or summarize some tips for saving water.

(2) Consult relevant websites, get relevant information from the Internet, and process this information in combination with your own views to prove that your views are correct or the measures are feasible.

(3) Take 2-3 people as a group (free combination) and make their own learning results into Powerpoint presentations or small exhibition boards for classroom communication.

2. Preparation before class:

Teachers can browse all kinds of materials collected by students before class and sort out the plans of groups with similar views (or measures), which is helpful for comprehensive discussion. Creative and valuable ideas, whether feasible or rigorous, give full play to students' imagination and make the teaching process lively.

3. Classroom teaching:

Divided into two stages.

(1) After the teacher introduced the topic, the students showed their learning achievements, and the teachers and students asked each other questions to solve their doubts. This process takes about 25 minutes. Teachers can play the collected data in class to deepen students' understanding of water resources protection and rational development and utilization.

(2) The teacher demonstrated the experiment of electrolyzing water with the experiment as a breakthrough, and obtained the elemental composition of water according to the properties of the gas produced by the two poles during electrolysis, and then deduced the composition of water according to the volume of the gas and the density of the two gases.

(To complete the experiment of electrolyzing water, use Hoffman water electrolyzer. If not, you can make it yourself according to the device in P89, a teaching reference book. Calibrate the test tube used to find out the relationship between the amount of electrolytic products. In order to enhance the conductivity of water, a small amount of dilute sulfuric acid should be added to the water before the experiment, but this must be explained to the students in advance. Avoid conflicts with junior high school physics-related knowledge. )

4. After class summary:

Summarize the knowledge in this section, briefly introduce the water conservancy projects built since the founding of the People's Republic of China, show the collected pictures and video materials, and strengthen the water-saving education for students. Finally, the beautifully made exhibition board will be put on the wall newspaper exhibition.