When we are inspired and have a new understanding of life, we can record our feelings by writing them down, which can improve our written expression ability. So what are the characteristics of a good experience? The following is a model essay (5 general essays) on my understanding of the new chemistry curriculum standard in senior high school, for your reference, hoping to help friends in need.
Chemistry 1 A new round of curriculum reform in senior high school is to adapt to the needs of the times, and greatly adapt the chemistry textbooks, requiring teachers to look at the new textbooks with brand-new ideas. Through learning, they have deepened their understanding and knowledge of the new textbooks. Now I will talk about some understanding and experience.
First, the understanding of the new textbook:
A very significant change in the reform of chemistry curriculum in senior high school is the change of curriculum structure. Because of the change of curriculum structure, there are many changes in curriculum content, teaching requirements and examination evaluation. All students have to learn chemistry, and different students can learn different chemistry. All students should have the most basic development in scientific literacy, but after entering high school, different students can get different development in scientific literacy development according to their own personality, specialty and potential. The curriculum structure of the new curriculum emphasizes fields and modules, hierarchy and selectivity. Conceptually speaking, the new textbooks incorporate a lot of new knowledge, and even some teachers and students are on the same starting line, such as new inorganic nonmetallic materials, the prospect of synthetic ammonia and so on. There are many topics in discussion and life observation, which reflect new knowledge, learning view and teaching view. Teachers must change their teaching concepts, take the responsibility of guidance, inspiration, selection and evaluation, stimulate students' learning motivation, interest and innovative consciousness, let students feel and understand the process of knowledge generation and development, and establish a good learning concept. There are two modules in compulsory courses and six modules in elective courses. Less content is needed, and students' mental burden is lighter, which is conducive to cultivating children's interest. In addition, the content of the compulsory course is relatively simple, and students can have a basic understanding of chemistry after completing the compulsory course. On this basis, students can make choices. There are six modules in the elective course, and the content is very rich, which is very conducive to laying the foundation for students to further study chemistry.
2. Understanding of new ideas.
Correctly set up the new concept of chemistry in senior high school and establish an elective chemistry course system with the same foundation, which can meet the development needs of different students and meet the needs of the times; Emphasize the application and practicality of chemistry course, and cultivate students' ability to look at the material world from the perspective of chemistry, participate in social decision-making and solve problems by using chemical knowledge and methods; Advocate a variety of learning methods based on scientific inquiry, attach importance to the enlightenment of chemistry learning methods, and improve students' lifelong learning ability and survival and competitiveness in modern society; Establish a curriculum evaluation system conducive to the development of students' personality; Fully exploring the humanistic connotation of chemistry course is conducive to students' forming correct outlook on life, world outlook and values, developing students' thinking ability, analyzing and solving problems, and improving students' scientific literacy and humanistic literacy. Change the status quo of classroom-centered, teacher-centered and textbook-centered, and help students change their learning methods of passive acceptance, rote memorization and mechanical training. Let students accept learning, at the same time enhance the autonomy, inquiry and cooperation of learning, and advocate the learning mode of active participation, inquiry and discovery, exchange and cooperation. Form an active learning style of active inquiry learning, mutual communication and discussion, and paying attention to solving practical problems. The main tasks of teachers are: to understand the learning needs, development direction and possibility, and to give guidance and help; Create learning scenes and organize learning activities; Provide learning tools, participate in the learning process and give help and guidance. Teachers and students should create a beautiful, dynamic and creative teaching life, constantly enrich themselves and improve themselves in the teaching work of new curriculum standards. After the new curriculum reform, teachers are no longer teaching craftsmen, but should shoulder the responsibility of understanding people. The job of cultivating people. Teachers are not the masters of students, and students are no longer the representation of teachers' work achievements and effects. Under the new curriculum, teachers are only the motivators of students' learning stage. Guide and provide support for students' learning. Help! Tutoring helps students understand their own advantages. The potential to provide guidance for students' development. Teachers don't teach textbooks, but teach people: in class, teachers don't just explain knowledge. Teachers are the designers of learning activities. Organization. Guidance. Regulator. Teachers' teaching work: understanding students' learning needs. The direction and possibility of development, give guidance. Help: create learning scenes and provide learning tools; Organize learning activities. Participate in the learning process; Listen to the students. Ask questions; Observe students' learning activities and give them help and guidance. Teachers and students should work together to create beautiful vitality. Creative Teaching Life Through the study of the new curriculum, I feel that as a teacher, I must consciously reflect on teaching, carry forward and inherit excellent teaching traditions, update teaching concepts and teaching ideas, and work hard to practice. Explore and improve your classroom teaching level. Combined with the study of the new curriculum, I strive to improve my professional knowledge of chemistry. Improve the level of understanding of society and expand the scope of knowledge at the same time. Improve access to information. Processing and communication level.
In short, the new textbooks provide students with a broader learning space, and the majority of chemistry teachers should seize the opportunity to deepen the reform of chemistry teaching and improve the teaching effect. Take different forms of incentive measures and carry out various activities. From classroom to extracurricular, from a class to a unit to a book, we should design some methods to test the learning effect and promote the learning motivation. Make full use of modern educational technology. The progress of the times puts forward higher requirements for chemistry teaching, and also provides more advanced means and broader space for chemistry teaching. Chemistry teachers should seize the opportunity, make full use of various media means, enliven the classroom atmosphere and expand the extension of chemistry.
Understanding of the new curriculum standard of chemistry in senior two Through this intense training, I have a more comprehensive understanding of the new curriculum standard. The core of the basic concept of the new chemistry curriculum standard is "for the development of every student", which I think is the only standard to evaluate the classroom teaching of the new curriculum. By studying the new curriculum standard, I will talk about my own experience:
First, create a situation to give full play to the best effect.
By studying the chemistry curriculum standards, we can know that in the future teaching, we should try our best to start with daily life, create vivid and interesting problem situations, attract students' attention and stimulate their interest in learning. In this way, students learn and understand chemistry in the process of studying practical problems based on life experience and objective facts, and at the same time apply what they have learned to real life, so that students can get close contact with chemistry and feel the fun of learning chemistry, which initially reflects the connection with current life.
Second, strive to improve the enthusiasm of learning chemistry.
In teaching, we should pay full attention to the change of students' emotional attitude, adopt positive evaluation and use inspiring language more. What a good point of view! You know a lot! Your imagination is very rich! Very clever. Wait! It mobilizes students' desire to actively explore knowledge, stimulates students' learning emotions, and enables every student to experience success and enhance their self-confidence.
1. Facing the new curriculum, teachers should set higher-level teaching objectives.
In order to give full play to students' subjectivity and enthusiasm, there is room for innovative thinking activities, and the key lies in teachers; How do teachers guide, inspire and pull away? Can students really be guided to this field? Teachers should not only thoroughly understand the teaching materials, but also try their best to collect and make knowledge and teaching AIDS related to the teaching materials; We should also be good at grasping students' psychology and let students and teachers have * * * sounds. Chemistry is closely related to social life, life and production. Therefore, in teaching, teachers should be good at guiding students to start from familiar things and phenomena, create situations to ask questions according to students' mastery, encourage students to participate, exert their imagination and actively think and solve problems.
As far as teaching is concerned, it is not only the imparting of knowledge, but also knowledge and skills, thinking, problem solving, emotion and attitude. The pursuit of "teaching a class well" or "teaching a few students who can get high marks" is no longer in line with the spirit of curriculum reform. Teaching students knowledge, methods and the ability to live independently should be the professional pursuit of all teachers.
2, flexible use of excavation materials
Many teachers don't adapt to the new textbooks and don't know how to connect with reality. In fact, in the teaching process, teachers should learn to use teaching materials flexibly and actively according to students' cognitive rules and current level, and at the same time carefully understand the intention of compiling teaching materials, and make necessary additions and deletions according to students' reality, so as to extend infinitely from the "limited" teaching materials.
Third, strive to make students the masters of classroom learning.
Looking around, there are still many such phenomena in our teaching: some students are already familiar with things in life, and teachers are still taking pains to start from scratch; For some problems with strong comprehensiveness and high thinking value, teachers divide knowledge points and ignore the cultivation of students' independent inquiry and comprehensive application ability of knowledge; Some contents that students should be allowed to operate, experiment, discuss, summarize and summarize by themselves have been replaced by teachers; Some students' unique opinions and problems formed through their own deliberation are often stifled by the teacher's "just do as I teach". Under the new curriculum, teachers should become the organizers, guides and collaborators of students' learning, stimulate students' learning enthusiasm and creativity, provide students with opportunities to engage in activities, build a platform to carry out research, and let students become the masters of learning.
Fourth, the pursuit of a unified classroom teaching form and effect.
At present, some classrooms abuse discussion and cooperative learning, and do not give students enough opportunities and scientific guidance, making the classroom a mere formality. In the process of teaching, teachers should design and organize effective and scientific activities from the following aspects: first, the problem situation must be close to students' real life, and the content of activities must be synchronized with students' existing knowledge structure and cognitive level; Secondly, let students have an independent thinking process, let them fully discuss and learn from their own viewpoints, find their own shortcomings, and build a complete and comprehensive knowledge system; There are also different requirements for students at different levels, allowing students to have different methods and viewpoints, so that students can optimize their knowledge, complete screening and make correct judgments in the process of communication, exploration and comparison.
Understanding of the New Curriculum Standard of Chemistry in Senior High School 3 Through the study of the 20xx version of the New Curriculum Standard of Chemistry in Compulsory Education, I think the main changes are as follows:
1. The new curriculum standard pays more attention to the basic value of chemistry course, the relationship between chemistry subject and society, the social demand for chemistry subject and the publicity of the importance of chemistry subject. The revision of the new curriculum standard conforms to students' learning reality, pays more attention to the cultivation of students' chemical literacy and the application of what they have learned in social life, which is more practical for the development and expansion of students' future chemical knowledge.
2. Adjust the content of scientific inquiry: make the experiments and requirements of scientific inquiry more specific, give students more opportunities to do experiments, and be more conducive to stimulating students' interest in learning. At the same time, it puts more emphasis on students' experimental safety and environmental education in experiments, which embodies the role of chemistry in social development and makes students feel the charm of chemistry more.
3. The new curriculum standard appropriately reduces the difficulty of some microscopic knowledge: as relatively abstract microscopic knowledge, especially the knowledge of molecules, atoms and ions, especially the arrangement of electrons outside the nucleus and the derivation of ion symbols, it has always been a difficult point in teaching. As soon as the teaching progress arrives here every year, a large number of students lose interest in chemistry, which is also a headache for teachers. The new curriculum standard appropriately reduces the difficulty of this part of the content and simplifies the complicated knowledge, which is conducive to students' understanding and mastery, and also helps students to maintain their interest in learning.
4. The learning requirements of basic knowledge are more clear: the standard (20xx version) describes the requirements of some basic knowledge and skills more accurately and specifically: some elaborate the comprehensive content item by item, and some restrict the learning content to a certain extent (see Table 3), which makes the learning objectives more clear and conforms to the cognitive characteristics of students.
5. Some learning situations closely related to life have been updated in time: this revision considers the updating of learning situation materials from four angles, namely, the connection between chemistry, technology and society; The application of chemistry in daily life; Knowledge of elemental chemistry; Chemical experiment scene. The learning scene materials added in each unit not only reflect the development and application of chemistry with the times, but also are closer to the actual teaching content, which is helpful for students to better understand knowledge. Let students better see the contribution of chemistry to social development, and encourage students to learn chemistry well, love life and serve life.
6. The guidance of the course implementation process is more specific: teaching suggestions, evaluation suggestions, teaching material compilation suggestions, curriculum resource utilization and development suggestions have been redefined. According to the suggestions of front-line teachers for many years, appropriate revisions and updates were made, and typical examples were attached, which made the teaching suggestions more targeted and instructive, made the evaluation process more practical, and made the suggestions on the development and utilization of chemical knowledge and curriculum resources more targeted, effective and forward-looking.
The new compulsory education chemistry curriculum standard (version 20xx) has changed from paying too much attention to basic knowledge and skills to paying more attention to students' development, emotions, attitudes and values while acquiring basic knowledge and skills. Therefore, we should strive to overcome the stereotype of traditional teaching concepts and teaching models, update teaching concepts, and gradually enter the new chemistry curriculum.
First of all, we should change the teaching behavior and establish the "people-oriented" educational concept. On the one hand, junior high school chemistry curriculum provides students with basic chemical knowledge and skills needed for future development, and cultivates students' ability to analyze and solve simple problems by using chemical knowledge and methods; On the other hand, students should be able to understand the relationship between man and nature from the perspective of chemistry, understand the role of chemistry in social development, understand the influence of chemical substances on human health, and rationally develop and utilize natural resources; Enhance students' sense of responsibility for nature and society; So that students can make more rational and scientific decisions when facing the challenges of social problems related to chemistry. This requires our teachers to adhere to "people-oriented" and gradually establish a new type of teacher-student relationship of "democracy, equality and dialogue". "Dialogue" not only refers to the narrow sense of language communication between teachers and students, but also refers to the fact that both teachers and students are open to each other's spirit, accept each other and are real communication. Teachers should integrate the emotional factors of teaching materials, teachers' teaching enthusiasm and students' interest in learning, which runs through the whole teaching process. Teaching content should be content that originates from students' life, adapts to the future social life and the needs of students' further development, and should abandon those content that is divorced from reality and boring. Teachers should change their own teaching behavior, return too much time and space for "self-expression" to students, ensure students' study time, and arrange the time for hands-on, thinking, oral expression, discussion and expressing opinions in place. Teachers can't take away all the knowledge that students can find; Teachers should not give more hints about problems that students can solve independently.
Second, change the way students learn, so that students can truly become the masters of chemistry learning. Effective chemistry learning activities cannot rely solely on imitation and memory. Independent inquiry, personal practice and cooperative communication are meaningful learning methods advocated by chemistry curriculum standards. In teaching, we should pay attention to creating a good classroom teaching atmosphere and paying attention to the life and practicality of knowledge. It is one of the characteristics of the new chemistry curriculum that chemistry topics are lively and problems are introduced into scenes. In teaching, teachers should set up some problem scenarios in combination with the actual production and life, so that students can obtain information from the scenarios, establish models with chemical thinking methods, and then explain, apply and expand them. It is necessary for students to understand and master the basic chemical knowledge, skills and methods in the process of exploring activities and solving problems, so that students can participate in chemical activities wholeheartedly and experience the teaching process, thus cultivating students' healthy emotions, attitudes and values. In classroom teaching, we should change students' learning style and advocate scientific inquiry and cooperative learning. Attention should be paid to training students to listen to others' speeches, be good at stating their own ideas, and be brave in correcting others' opinions, accepting others' opinions and correcting their own ideas. When different opinions are difficult to be unified, learn to keep your own opinions. In scientific inquiry and cooperative learning, we should have a clear purpose, express our opinions in an orderly manner, control the volume, and not affect other people's discussions. If you work in groups, the combination of personnel should adopt a rotation system, so that everyone's contact surface will be wide. Group members can take turns to speak on behalf of the group, and the groups can exchange help at will.
Third, reform the evaluation method of chemistry learning activities to promote the all-round development of students' quality. The new chemistry curriculum standard for compulsory education (version 20xx) points out: "Provide diversified learning evaluation methods for each student's development. In the process of learning, we strive to let more students learn to reflect and evaluate themselves. " In teaching, teachers can evaluate students' learning process through students' self-evaluation, students' mutual evaluation and teachers' mutual evaluation. You can often ask questions like "What do you think?" "What have you gained from studying in this class?" And other issues to help students know themselves, build self-confidence and express themselves. The evaluation of students' chemical activities should include the evaluation of "knowledge and skills", "process and method" and "emotional attitude and values". In addition to the most basic knowledge objectives, we should also evaluate students' chemical thinking methods, curiosity, thirst for knowledge, attitude of seeking truth from facts and habit of being brave in exploration and innovation when they participate in chemistry learning activities.
The new curriculum reform requires us to change the cramming education model of simply imparting existing knowledge in the past and turn to a new educational model of imparting learning methods and improving students' creativity. This sentence also puts higher demands on each of our "prospective teachers". For new teachers, because the exploration time on the road is not long, how to teach the chemical knowledge combining theory with experiment to students better?
The first step is to know the students' learning situation before the new teaching. Students' original knowledge reserve and acceptance of new knowledge determine the depth and language of teachers' explanation of knowledge in the new curriculum. For example, students' acceptance of the change of abstract chemical energy is relatively low, so teachers are required to step by step in the teaching process, and they can't get the answer directly in one step during the explanation process. In addition, teachers can use the image of "water flowing downwards" to help students understand the relevant transformation of chemical energy.
The second step is to ask questions after the introduction of new courses to arouse students' enthusiasm. However, when setting questions, we should ask questions at different levels (that is, the difficulty is clear) based on the students' knowledge level, and the questions are clear. Many times, teachers are too idealistic when presupposing questions, which leads to students not understanding the questions in class.
The third step is to organize students to discuss in time after asking questions. Students have the same view on problems and difficulties. Through timely discussion, let students think fully and brainstorm, so as to make a breakthrough in teaching. At the same time, timely and effective group discussion can make students participate in the classroom and stimulate their interest in exploring knowledge. When the problem is solved, students will also have a sense of joy and pride, so as to study more effectively. The application of discussion in chemistry class fully embodies the guiding ideology of "taking students as the main body" under the requirements of the new curriculum standard.
The fourth step is to help students understand and accept new knowledge by using chemical experiments after the discussion. Chemistry is a natural science based on experiments, and experiments play an important role in chemistry teaching in senior high schools. Taking the explanation of primary battery as an example, the teacher asked in the teaching process: Why does current flow after zinc and copper are connected by wires? After discussion, the students got the theoretical answer: it is because of the movement of electrons. But students will have questions in their hearts: Is this really the case? At this time, teachers can help students understand the principle of primary battery from an intuitive point of view by demonstrating the experiment of copper-zinc sulfuric acid battery, so as to achieve good teaching results.
Fifth, after teaching new knowledge, we should make a summary in class in time. Of course, there are many ways to summarize, which can be decided according to your own situation. However, it should be noted that students should actively participate in the summary process, that is, students summarize, and teachers help students sort out the knowledge framework. In the process of summing up, let students check and fill in the gaps, so as to achieve the "reasonable construction of old and new knowledge" required by the new curriculum standard.
Finally, it should be accompanied by typical cases or real life situations to help students use knowledge. For example, after understanding the nature of chlorine gas, the teacher can give students an example: If there is a chlorine gas leakage accident somewhere, if you are a firefighter, how would you evacuate the local people? Through a practical life application, students not only reviewed the relevant knowledge of chlorine, but also experienced the practical application of road chemistry knowledge, mastered a skill and improved their interest in learning. Through the setting of practical problems, it echoes the idea that chemistry should be linked with actual production and life.
The complete new chemistry teaching process should be flexibly mastered according to the specific conditions of teachers and students, but in any case, every "prospective teacher" should remember the core idea under the new curriculum standard-taking students as the main body. Only by taking students as the main body and thinking from the perspective of students can we truly "preach and teach".
Understanding of the new curriculum standard of chemistry in senior high school. By studying the new curriculum standard, the general principles of the revision of the new curriculum standard are: adhering to moral education first, educating people first, and fully embodying the socialist core value system; Adhere to the ability, "basic knowledge, basic skills, basic ideas, basic activity experience"; Spiritual and practical ability; Information processing ability; Self-study ability, etc.
1, the "new curriculum standard" must first change its role and confirm its new teaching identity.
Teachers are "leaders of teaching". Teachers, as "leaders of teaching", should be organizers, instructors and participants of students' learning activities. This textbook not only tells some basic chemical theories, but also adds some new contents, such as environmental problems, human health, drug production and chemistry. Starting from daily life, create vivid and interesting problem situations to attract students' attention and stimulate students' interest in learning. In this way, students learn and understand chemistry from life experience and objective facts in the process of studying practical problems, and at the same time apply what they have learned to real life, so that students can get close to chemistry and feel the joy of learning chemistry, which initially reflects their connection with current life.
2. Taking improving students' scientific quality as the main idea, we should not only attach importance to imparting knowledge and skills, but also attach importance to the cultivation of emotions, attitudes and values, that is, to cultivate students' sense of responsibility for nature and society. Make students realize the important role of chemistry in promoting the process of social civilization, understand the present situation and utilization prospect of resources in China, initially understand the duality brought by chemical application, and form the consciousness of using chemical knowledge to solve practical social problems.
3. Advocating interdisciplinary learning and combining it with other courses; Make full use of teaching resources such as schools, families and communities to increase students' practical opportunities; Communicate inside and outside the classroom to broaden students' learning space. Encourage students to choose their own learning methods, and require mutual cooperation between teachers and students, students, teachers and inside and outside the school. Only in this way can we complete the learning activities of complex systems.
4. The experiment part has been added and deleted, and more attention has been paid to cultivating students' scientific inquiry ability by scientific methods. Cultivate students' experimental ability, independent ability and innovative spirit. To enable students to acquire chemical knowledge and skills, while receiving training in scientific methods, experience the fun of inquiry, and form and develop the ability of scientific inquiry.
5. The new curriculum standards focus on integrating theory with practice. Chemistry comes from life and social practice, and chemistry is everywhere in life. The new curriculum standard requires that realistic and attractive learning situations should be created according to students' specific conditions, teaching contents and teaching environment, so as to stimulate students' interest and motivation in learning chemistry, and let students "do chemistry" by themselves with the help of teachers in natural situations, and collect information by observing, experimenting and guessing, so as to gain experience and true knowledge.
After learning, what should I do in the future teaching?
(1) Respect students' unique feelings in the learning process.
According to constructivism psychology and reception aesthetics, everyone has his own unique way to understand the meaning of things, and different people often see different aspects of things. The so-called "different people have different opinions" is the truth. Don't seek too much common ground in chemistry teaching, try to let students play their own abilities, feel and understand, and have their own unique opinions.
(2) Actively advocate independent, cooperative and inquiry learning methods.
This is one of the four basic concepts of curriculum standards, which runs through the curriculum standards as a spirit. Curriculum standards stipulate that the determination of teaching content, the selection of teaching methods and the design of evaluation methods should all contribute to the formation of this learning style. This is the breakthrough of curriculum reform. The curriculum standard puts forward the task of changing students' learning style, that is, promoting students to study actively and individually under the guidance of teachers. In reading teaching, if students discover and construct texts by themselves in the process of reading, they should read by themselves and learn to read. Learn the basic methods of observation, experiment, classification and comparison in scientific inquiry teaching.
(3) Curriculum evaluation must be based on the scientific literacy required by modern society for students.
In other words, our evaluation should be recognized by the society. Chemistry curriculum pays more and more attention to the interaction and influence between social production, life reality, science and technology and society. Chemistry teaching evaluation is changing from knowledge-oriented, ability-oriented, practical application-oriented to scientific literacy-oriented.
In a word, I think it is necessary to change from simple knowledge imparting to the whole goal and carry forward the humanistic spirit, which also reflects the holistic view of teaching content, knowledge imparting, skill training, intellectual development and teaching methods. In the future teaching work, I will work harder and strive to keep pace with the times.