A day has passed in a blink of an eye, and everyone has come into contact with many excellent journals. Before you know it, the day is coming to an end. There must be many unforgettable moments, so you need to keep a diary carefully. So what kind of log is appropriate? The following is the Journal of Chemistry Teacher Training (5 selected articles) that I collected for you. Welcome to learn from it, I hope it will help you.
Chemistry teacher training log 1 Improve chemistry teaching and education level. Years of chemistry teaching have made me realize:
First, we should fully arouse students' interest in learning chemistry.
The ninth grade chemistry is the primary stage of learning chemistry. How to mobilize students' enthusiasm, stimulate students' interest in learning, cultivate students' thinking ability and creativity, and improve teaching quality at this stage can get twice the result with half the effort. In teaching, we can master the teaching rules, teach students in accordance with their aptitude, create scenes by using intuitive, vivid and vivid media, carefully organize the teaching of each class, select some typical, vivid and interesting examples from real life to supplement the teaching materials, expand students' knowledge horizons, and make students feel that learning is a kind of fun and enjoyment, and they can learn actively. In teaching practice, we also deeply realize that students' greatest and most lasting interest in learning lies in whether teachers' teaching methods are attractive. Only when teachers' teaching can attract students' attention, students can understand what they have learned and are interested in learning can classroom teaching be carried out smoothly, teachers' leading role be brought into play, students' initiative be mobilized and better practical results be achieved. Therefore, we attach great importance to the introduction of each lesson in teaching, and introduce new lessons from reviewing old lessons, so that students have a feeling of reviewing old ones and learning new ones, so that the old and new knowledge can be well connected, and the new knowledge is naturally surplus, paving the way for students to accept new knowledge. At the same time, in teaching, insist on facing poor students and giving lectures close to textbooks. When giving lectures, try to make students understand and understand as much as possible. For most students, insist on not talking about difficult questions and digressions, and focus on basic knowledge. The teaching method adopts small steps and step by step, which is easy for students to accept and understand. We control the difficulty of the test questions every time, try to make students feel the taste of pears in one jump, and fully make them feel that learning chemistry well is not unattainable. As long as you are willing to work hard, you will learn chemistry well.
Second, give full play to the role of chemical experiments and strive to improve the quality of teaching.
Chemistry is a subject based on experiments. Experimental teaching can stimulate students' interest in learning chemistry, help them form chemical concepts and acquire knowledge. In contact with students, we often find that students in Grade Three are very interested in chemical experiments. As long as they do experiments in class, their interest will rise sharply. How to use students' psychology to guide them to observe and analyze experimental phenomena, cultivate students' ability to observe and analyze problems, and give full play to the role of experiments in teaching? In classroom teaching, we should make full use of the advantages of chemical experiments and carefully organize experimental teaching. In the demonstration experiment, not only the demonstration operation is carried out according to the basic operation requirements, but also the experimental phenomena are observed purposefully, and some questions are designed for students to observe and think in the experiment, so as to guide students to explore the nature of substances and the laws of their chemical changes according to the experimental phenomena. We also combine the teaching materials to supplement the experiment, enhance the experimental effect, enhance the practicality and interest of the experimental content, and stimulate students' interest in the experiment. Then, through the analysis and comprehensive induction of experimental phenomena, we can give play to students' subjectivity, enhance students' awareness of active participation, and improve their ability to analyze and solve problems.
Third, do a good job in the transformation of poor students to improve the level of education and teaching in a large area.
The work of transforming poor students has a lot to do with teachers' teaching methods. Whether a teacher loves chemistry, devotes himself to chemistry teaching, believes in scientific value system, has teaching philosophy, can feel beauty from chemistry knowledge and teaching process, etc. It is very important for students with learning difficulties to learn chemistry courses well and do a good job in transforming them.
The direction of junior high school chemistry curriculum reform is "from life to chemistry, from chemistry to society". Here I will talk about my views on chemistry teaching.
First of all, the teacher should control the overall situation. Although it is an inquiry-based chemistry open class, which gives students the initiative, it should also be an orderly classroom teaching, not a messy classroom. Classroom discipline can't be controlled, and students are like a market. Junior high school students' self-control ability is very weak. Now they still spend a lot of time showing him, telling him and doing it for him. If a subject teacher can't delay the class, it will not only be ineffective, but also give them a feeling that chemistry class is just a time for playing, chatting, deserting and falling out. This is getting farther and farther away from our goal. Our aim is to make them study easily, arouse their enthusiasm, and let them learn knowledge, cultivate their ability and understand the society.
Second, teachers should return the right to ask questions to students. The most traditional teaching method is that the teacher talks for a whole class, and the students just passively accept it below. Later, it changed a lot. The teacher used "questioning heuristic" in class, and the students finally had a chance to speak. Now the curriculum reform goes further, allowing students to ask their own questions and then find ways to solve them. Some people say that asking questions is sometimes more important than solving them. You may not be interested in helping others solve problems, but you will be interested in solving your own problems and you will try your best to solve them. People are like this in life, and so is learning knowledge. I think they should be encouraged to ask questions in chemistry class. All kinds of strange natural problems in life and production will do, and so will classes at ordinary times. They should ask what they want to know, not me. Of course, accordingly, teachers must read more books and learn more relevant knowledge, so as to make themselves invincible and impress themselves with your knowledge.
Third, teachers should dare to return the power to solve problems to students. Now is the information age, and there are various ways to obtain information. A modern man does not look at who remembers how much knowledge. After all, what he can remember is only a small part, but who can collect the most useful knowledge in the shortest time. You don't have to help them solve some problems that they can solve by themselves, because what they need most is not only the result, but the process. In the process of solving problems, they can learn basic skills, basic practical ability and general problem-solving ability, feel the joy of this process and the joy of success, and even have a great impact on his life. It is particularly important to cultivate his ability to solve problems independently in school.
Through this training and study, I deeply realize that our teachers must change their educational concepts, abandon traditional teaching concepts, establish a "student-oriented" teaching concept, and stimulate students' desire for knowledge and practical interest with new teaching methods. Some problems in teaching are also summarized and communicated with peers.
First of all, it is very important for students to take notes.
The content of the textbooks used now is concentrated, but students should not only learn the "essence", but also make the content detailed and complete and increase a lot of knowledge. Therefore, it is necessary for students to take notes and improve various knowledge points. And with notes, it is also important for students to consolidate and review after class. Otherwise, students can't even answer some basic questions.
Second, pay attention to the memory of basic knowledge.
Some people say that chemistry is the simplest subject in science, but I think chemistry is a science, but it is like a liberal arts. There are many things to remember, such as element symbols, atomic groups, valence, ion symbols, chemical formulas, chemical equations, and many concepts, definitions, laws, principles and so on. This knowledge is gradually introduced to students in the new class, and then summarized after a period of time. In particular, chemical equations occupy a certain proportion in the examination, which requires students to pass the examination.
Third, choose teaching methods according to the teaching materials and students' reality.
It is far from enough to rely on one's enthusiasm for work. For many students, they understand it as soon as they listen to it in class, but they are confused after class. When doing exercises, they have no idea at all. Some people also report that each class has more content and the class is a little fast. But I don't go to school very quickly, which is a normal teaching progress. What's the problem? Later, through the investigation of students, it was found that many students only understood in class, did not review in time after class, did not remember what they should remember, and did not consolidate their knowledge, so the more questions piled up, the more students felt that they could not remember, let alone comprehensively use them. In this way, students have a fear of difficulties and find it difficult to learn chemistry well. In view of these situations, I have taken the following measures:
(1) In teaching, strengthen the connection between interest and old and new content, introduce the old and talk about the new and retro.
(2) Through comprehensive comparison, sum up knowledge, achieve mastery through a comprehensive study, and reveal laws. For example, after learning how to make oxygen and carbon dioxide in the laboratory, the principles, devices, steps, collection methods, inspection methods, full inspection methods and precautions of making these two gases in the laboratory are compared.
(3) They are afraid of difficulties, hardships and tiredness, and they are afraid that their efforts will not be rewarded. I specially arrange time for them to remember, review some knowledge, and then find some related topics to practice. In this way, most students can finish those problems quickly. This result makes them feel that chemistry can still be learned well.
In addition, don't try hard to catch up with the progress in teaching, otherwise it will cause students' "indigestion". Even some students can't keep up and lose confidence in learning chemistry well. In teaching, we should persist in facing all students, closely follow the teaching materials, pay attention to basic knowledge, and don't talk about difficult problems and digressions. Strive for a step-by-step teaching method to make students easy to accept and understand, pay attention to controlling the difficulty of each test, let most students stand on tiptoe to pick peaches, and fully make students feel that learning chemistry well is not unattainable.
Chemistry teacher training log 4 1, basic understanding of chemistry teaching design.
The so-called teaching design refers to the planning, arrangement and decision-making of teaching activities by using systematic scientific methods, based on learning theory, teaching theory and communication theory, according to the characteristics of teaching objects and their own teaching ideas and styles, using systematic viewpoints and methods, and following the basic laws of teaching process. Through teaching design, teachers synthesize their own understanding of chemistry curriculum standards, analyze specific teaching contents and teaching objects, make overall planning, conception and system design for teaching, form a train of thought, make overall arrangements for a series of specific and operable teaching events, and form an operable teaching plan that embodies certain educational ideas.
2. The process of instructional design
According to the analysis of study subjects, curriculum standards and teaching materials, the teaching objectives and teaching contents are set.
The analysis of learners' initial ability generally includes three aspects: first, the analysis of existing knowledge and skills. It is mainly to know whether learners have the necessary knowledge and skills for new learning, which is the basis of new learning. Second, the analysis of skill objectives. It is mainly to know whether learners have mastered or partially mastered the knowledge and skills that learners are required to learn in the teaching objectives. Third, "analyze" learners' attitudes towards what they have learned. The main purpose is to know whether there are deviations and misunderstandings in learners' attitudes towards what they have learned.
3. The choice of teaching strategies:
Design of learning tasks and learning activities
After selecting the teaching content, we should design the corresponding core activities and tasks to achieve the teaching objectives. The design of any core learning activity must first adapt to the learning content, carry the core knowledge and skills of the teaching content, and implement the teaching objectives. Secondly, it should be consistent with the students' experience and background, be driven, attract students and let them take the initiative to participate. Third, good learning activities should be productive and valuable. Students can stimulate and derive other related questions from this activity, so that students have the intention of further study. Therefore, the design of good learning activities should be a group of activities with one activity as the core, which are closely related and aim at achieving different teaching goals.
Organization and evaluation design of learning activities
In classroom teaching, especially when exploring cooperative teaching methods, the organizational design of students' learning activities is more important. Whether the inquiry activity is completed by students independently or in group cooperation; Whether the cooperative group is a two-person group or a four-person group, and how the members in the group are composed; How to carry out exchange activities after the group finishes the inquiry activities, whether each group sends representatives to speak or individual students volunteer to speak; Do the exchange activities end one topic after another, or do each group report all the contents in turn? Wait a minute. These problems need to be carefully designed according to the specific situation.
4. Evaluation and reflection on the teaching process and effect.
After the implementation of teaching activities, it is very important to evaluate and reflect on the teaching process and effect, which is also very necessary to improve teachers' teaching design ability. The most important thing to evaluate the teaching effect is to see whether each student has improved and progressed in knowledge and skills, processes and methods, emotional attitudes and values. At the same time, teachers should record and sort out the details of teaching implementation, especially students' various activities and viewpoints, and reflect on all aspects of teaching design: whether the design of teaching objectives is reasonable or not, whether it is in the recent development area of students; Whether the design of teaching content and teaching scene is really based on students' experience is basic, realistic and modern; Whether the design of learning activities is driving, whether it attracts students to participate, whether it explores the different knowledge that students have, and whether it understands the problems that students want to explore; Whether the organizational management form design of learning activities is effective; Whether the design of teaching and learning materials is adequate and appropriate.
5. Teaching design of new chemistry curriculum in junior middle school.
Generally speaking, modern teaching design pays more attention to students' development needs, learning rules and psychological characteristics, and teaching objectives require diversification; Teaching content should not only pay attention to structure and highlight meaningful connections, but also pay attention to students' experience and social life reality; The teaching process advocates problem-driven and task-driven construction process and learning activities, with independent inquiry and cooperative learning as the main forms; Teaching evaluation should be organically combined with teaching process and diversified evaluation strategies should be adopted to promote students' development.
Through this period of online training, I deeply feel that the chemistry knowledge, teaching methods and students under the new curriculum standards have changed greatly compared with the past. Chemical knowledge is more closely related to modern life science and technology, so the teaching concept should be updated, from imparting knowledge in the past to teaching students how to acquire knowledge. The combination of teaching methods and modern science and technology can improve teachers' teaching level flexibly and efficiently. After studying the new curriculum standard and the new high school chemistry textbook, I found that there are many shortcomings in my teaching. I think we should grasp the following points in the future teaching.
Correctly grasp the standards and requirements of the new curriculum
The teaching requirements of the new curriculum standards are spiraling, and students are not required to achieve all the knowledge at once when it first appears. The new curriculum standard not only strengthens the double basics, but also attaches importance to the cultivation of process and method, emotional attitude and values. Instead of pursuing the rigor and integrity of knowledge system, we should start with important materials in production and life, guide students to pay attention to life and social hotspots, cultivate their sense of responsibility and mission to Scientific Outlook on Development and society, and guide students to learn to cooperate, explore, communicate and express.
Two. Knowledge connection of junior and senior high school textbooks, compulsory and elective textbooks
1, the knowledge connection of junior and senior high school textbooks is mainly the supplement of content, the deepening and perfection of knowledge, and the connection of calculation contents and methods.
2. The connection between compulsory and elective teaching materials
The introduction of compulsory chemistry 1 and compulsory chemistry 2 in senior one leaves a lot of "interfaces" of knowledge and ability for elective modules in senior two. So, what knowledge is arranged in the elective module? How difficult is it? It is also necessary to understand. Otherwise, it is easy to broaden and deepen at will, and the content that should have been studied in the elective module will be "stuck at the end" when necessary, which will increase the burden on students. Due to the limitation of class hours, it is actually impossible to speak clearly, and even the more you speak, the more you accept it (lack of class hours). It seems that the clearer you say it, the less students actually understand the embarrassing situation. For example, the required course of redox reaction 1 is relatively low. For the comparison of oxidizing ability of oxidant and reducing ability of reductant, balancing of complicated redox reaction, complicated calculation and strong learning ability, students with strong interest in chemistry learning should study in depth in elective courses. Another example is ionic equation's writing, because the compulsory 1 does not involve strong electrolyte and weak electrolyte, so the requirements are also low. It is only required to learn the ion reaction equation of strong acid and alkali, and the more difficult thing is the reaction between sulfuric acid and barium hydroxide. If students are trained in the complicated ion reaction in the past, the result can only be counterproductive and make them confused.
Third, get out of the misunderstanding of chemistry multimedia teaching
With the development of modern educational technology, the use of multimedia technology to assist classroom teaching has gradually been widely used in the field of chemistry. The advantages of this educational technology are incomparable to traditional teaching methods. Interesting and intuitive, which is not available in traditional teaching methods. It can fully mobilize the enthusiasm, initiative and creativity of teachers and students, break through the teaching difficulties, thus making it easier to achieve the teaching objectives and enabling students to acquire knowledge in a pleasant and relaxed environment. Therefore, multimedia-assisted teaching has gradually become one of the mainstream teaching technologies.
Fourth, pay attention to the cultivation of experimental ability.
Chemistry is a science based on experiments. There are three types of experiments in teaching materials: demonstration experiment, student experiment and small family experiment. Demonstration experiment can cultivate students' observation ability and thinking ability, master chemical knowledge by analyzing experimental phenomena, and improve students' basic experimental operation skills. Students' experiments and family experiments can not only consolidate relevant knowledge, but also exercise students' experimental skills, stimulate students' thirst for knowledge and help cultivate students' innovative spirit. As a chemistry teacher, everyone knows the importance of chemistry experiment. However, due to lack of funds, there is a serious shortage of laboratory equipment and medicines in our school. There are many new experiments in the new textbook, and some experiments can't be prepared, so many demonstration experiments and student experiments can't be started. In addition, now our school uses multimedia equipment to teach, and teachers can download experimental videos. Nowadays, many teachers' demonstration experiments have become teachers' showing videos, telling experiments, and students watching videos and listening to experiments. The chemistry lab is a little left out. This can't meet the requirements of the new curriculum.
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